



UfZgjj 


wo Ant ix* cwi’l 


'i* >VrJ' 
•5 i' • ', ‘ 


jJwymS 

V » w *■** i 



ra x vivf 1 '•;» :h S2 

-tiWi ytiNWc 

, iVvv l wI>-[sVlaw 
• ■ <Xw;"' Hilt 

tyl* t^fi. l » '. j*i'4w_0V* ji*t 


t ■>, 4. 

\nW 


(<S 






mm*y 




v VJt i ' 
fit; 1! I 


V ' / ft Tl»tT » X 

?SrA\IiTS' 


ffigigj 


IMhMp 

S, wf ^2 «5 ojt JiUi f / fR&JJj# ji2w3»tsM> 

XwSSBSS^Sssmm 






























































Class 


3K I IS'S- 


Book a 


Copyright If 






COPYRIGHT DEPOSE 




































AMERICANISM 
IN AMERICANIZATION 




THE FLAG OF HUMANITY 

By Bagdasar K. Baghdigian 

I am the symbol of Liberty — the Liberty that enfolds indi¬ 
vidual freedom to bless others. 

I am the symbol of Democracy — the Democracy that holds 
humanity in the bonds of brotherhood. 

I am the symbol of Justice — the Justice that metes out to all 
righteously. 

I am the symbol of Love — the Love that embraces all 
tenderly. 

I am the symbol of Peace — the Peace that governs man with 
unselfishness. 

I am immortal because I image forth these attributes of 
Heaven. 

My tongue is the language of the Spirit. The Truths of 
which I speak heal the animosity of men and nations. 

My mission is universal. Humanity is my field. 

That’s why I, the Stars and Stripes, am the Flag of Hu¬ 
manity. 








\ 


AMERICANISM 
IN AMERICANIZATION 

BY 

BAGDASAR KREKOR BAGHDIGIAN 

AUTHOR OF "AMERICANISM FOR NEW AMERICANS” 

AND "PSALMS OF A NATURALIZED AMERICAN” 

FORMERLY DIRECTOR OF AMERICANIZATION FOR THE WOMAN’S 
CHAMBER OF COMMERCE OF ST. LOUIS 

AND 

AMERICANISM EDITOR OF 

ST. LOUIS ASSOCIATION OF FOREIGN LANGUAGE 

NEWSPAPERS 

INCLUDING THE FOLLOWING: “THE JEWISH RECORD” (JEWISH); “PRY 
ZECVODNIK POLSKI” (POLISH); "ST. LOUIS ES VIDEKE” (HUN¬ 
GARIAN); “ILPENSIERO” (ITALIAN) "ST. LOUISKE LISTY” 
(BOHEMIAN); "NORADEN GLAS ” (BULGARIAN) 



> > ) 



) 


1 


KANSAS CITY MISSOURI 

BURTON PUBLISHING COMPANY 

PUBLISHERS 

1921 











COPYRIGHT 1921 BY 

BURTON PUBLISHING COMPANY 


Kansas City, Missouri 



JULll'21 




©CI.A614963 


To President Woodrow Wilson, The Ameri¬ 
can, who, re-stating the principles of the 
Declaration of Independence in the language 
of the twentieth century, inspired the peoples 
of the world to seek after things more divine, 
this book is gratefully dedicated by the author. 






















































' 









- 

.v .. . - •• S 

' 














\ 














. 


















\ 


















INTRODUCTION 


An intelligent comparison of historic inci¬ 
dents should cause man to bow his head in 
humiliation. Times have changed. Human 
problems have become more subtle, but the hu¬ 
man mind still persists in its primitive ignor¬ 
ance, selfishness and egotism. Take, for in¬ 
stance, the following: 

“And the Apostles, when they returned, told 
him all that they had done. And he took them, 
and went aside privately into a desert place be¬ 
longing to the city called Bethsaida. 

“And when the day began to wear away, then 
came the twelve, and said unto him, send the 
multitude away, that they may go into the 
towns and country round about, and lodge and 
get victuals: for we are here in a desert place. 

“But He said unto them, ‘Give ye them to 
eat.’ And they said, ‘We have no more but five 
loaves and two fishes; except we should go and 
buy meat for all these people.’ 

“For they were about five thousand men. 
And He said to his disciples. ‘Make them sit 
down by fifties in a company.’ 

7 


8 


AMERICANISM 


* 'And they did so, and made them all sit 
down. 

1 * Then He took the five loaves and the two 
fishes, and looked np to Heaven, he blessed 
them, and brake, and gave to the disciples to 
set before the multitude. 

“And they did eat, and were filled; and there 
was taken up fragments that remained to them 
twelve baskets.” 

Compare the foregoing incident with the 
American alarmists, who see all sorts of “per¬ 
ils” to America because of the presence of the 
foreign-born. 

As of yore the cry of today is, “Send them 
away,— Lock the gates of the United States and 
leave them out! ’’ 

In spite of centuries of “culture” and “ac¬ 
complishment” the same blind materialism 
that stood powerless before the presence of 
a need 1900 years ago is responsible for the 
foregoing. 

One writer declares, “There are 20,000,000 
people in America who have no understanding 
of our language and form of government; our 
basic industries are in the grip of aliens who 


AMERICANISM 


9 


have it in their power to throttle the country 
at any time. ’ ’ 

Nay, the number of our “aliens” is much 
larger! Analyze the ideals which have distin¬ 
guished America, then compare the acts of the 
Americans with those ideals and behold the 
alarmingly large number of aliens — both na¬ 
tive and foreign-bom. 

THe Apostles stood helpless before the needs 
of the multitude when their sense of “supply” 
constituted “five loaves and two fishes.” To¬ 
day America stands “powerless” when she be¬ 
holds the needs of the immigrants in terms of 
dollars and cents. 

As the people came to the Nazarine Prophet 
because of His “works,” so the world is flock¬ 
ing to America because of her ‘ ‘ work. ” As in 
ancient time, so today America needs a leader, 
who can point out the fundamental needs of 
men and prepare the Americans to impart that 
spirit, which inspired Jefferson and Lincoln, to 
the multitude of the world, who are seeking ref¬ 
uge among us under the guise of political and 
religious freedom, or economic and educational 
advantages. 


THE REASON FOR THE FAITH WITHIN 


The Contrast 

Contrast brings appreciation. Darkness en¬ 
hances the beauty of light. Discord makes the 
heart yearn for harmony. Despotism makes 
one crave the blessings of freedom. 

Having tested the curses of despotism, I 
speak feelingly for the healing influence of de¬ 
mocracy. 

The Persecution 

As a child I went thru the massacre of 1895, 
which claimed as its victims from 200,000 to 
300,000 Armenians. Those of us who survived 
were left destitute. ... In 1896 my nephew 
and I took refuge among friendly Kurds of 
Asia Minor in order to esape a second massacre, 
for which plans were being made openly by our 
own Turkish neighbors. While there, with 
other Armenian refugees, we were arrested as 
i * revolutionists.’ ’ We were told by the Turkish 
officials that they were going to take us to the 
city, remove the skin from our backs to make 


10 


AMERICANISM 


11 


sandals, then throw our bodies into the Euphra¬ 
tes river. Our experience in the previous mas¬ 
sacre made the anticipation of such torture 
most horrible. . . . 

Since 1915 I have lost both parents, my broth¬ 
ers, a sister and all but a few of their families. 
Some were clubbed and tortured to death by 
the Turks, some died of starvation. . . . 

Blessings of Democracy 

I arrived in this country with 93 cents, with 
practically no knowledge of English, a boy with¬ 
out a home, without a country, nor friends un¬ 
derstanding the problems of America who could 
help me adjust myself to the conditions in 
America. 

Today I am an American citizen, a graduate 
of two American higher institutions. I have 
made many friends and enjoy life from a new 
and better point of view. ^ . . The greatest 
advantage I seem to have gained is the realiza¬ 
tion that we, of the Old World, have gathered 
here to work out the problems of humanity thru 
democracy. 


12 


AMERICANISM 


Attributes of Americanism 

Democracy invites us all to partake of her 
boimties. In order to do this we must first 
know its privileges, bury our past differences 
and overcome the old national and racial feel¬ 
ings that pitted one people against another. 

We speak of liberty; but are we tolerant? 
We speak of freedom; but are we helping to 
lighten the burdens of our fellow men? We 
speak of fraternity; but are we grasping each 
other’s hands with a feeling of common rela¬ 
tionship? We desire democracy; but are we 
availing ourselves of its promises ? 

A Common Humanity 

To the sculptor is given a rough and uncouth 
piece of marble from which to carve a noble 
form. Because of America’s ideals and unselfish 
principles, we should be the sculptors of human¬ 
ity. We have many people from the Old World. 
We should carve from this heterogeneous mass, 
the form of a common humanity, so that the 
Gentile in America may not work against the 
Jew, the Turk against the Armenian, nor the 


AMERICANISM 


13 


other people contend for selfish national in¬ 
terests. 

The Reason 

I know autocracy instilled hatred, and de¬ 
mocracy gives one the mental attitude to be¬ 
hold men as brothers. 

I know autocracy sowed the seed of dissension 
and democracy bids men to serve one another 
for mutual benefit. 

I know autocracy enslaved and democracy 
leads men to realize the privileges of liberty. 

I know autocracy plotted for selfish gains and 
democracy imparts to the mind the idea of hu¬ 
man interdependence and wipes out the feelings 
that pitted one people against another. 

That is the reason for my faith in America. 


WHAT IS AMERICANIZATION? 


English Not Americanization 
The idea that Americanization constitutes 
teaching English, American history and Civics 
to the foreign-bora and making them citizens 
is unfortunate, because it avails nothing as far 
as the fundamental problems of assimilation are 
concerned. These things are secondary in an 
Americanization process, for a mere under¬ 
standing of these subjects is no guarantee to 
assimilation. 

Recently I met the editor and the owner of a 
newspaper which claimed to have 200,000 circu¬ 
lation. He came from England 55 years ago. 
He writes intelligently on matters concerning 
our country. He understands our government 
and knows our history and yet he said: 

“lam not an American, but an American citi¬ 
zen. I am an Englishman.” 

Americanism Lowered 
Again these educational subjects have been 
taught in the higher institutions all over the 


14 


AMERICANISM 


15 


world and still none of these institutions or 
their students have become Americanized any 
more than we have become Prussianized because 
we studied German, German history and govern¬ 
ment. 

Maintaining that Americanization is a knowl¬ 
edge of the foregoing subjects brings American¬ 
ism down on a par with Prussianism, for autoc¬ 
racy alone imposes its language, history and 
government upon other peoples. 

Despot’s Tools 

Those who hold Americanization in such light 
fancy and insist that the foreign-born should 
either learn our language or “get out,” hardly 
realize that they are using the tools of despots 
in vain to inspire respect for America. In fact, 
the very spirit which animates these American¬ 
ization workers, is reviving in the immigrants 
the latent national and racial prejudices, prides 
and aspirations, which in turn muster a deter¬ 
mination to maintain national self-preservation. 
When national existence of the foreign-born is 
so openly challenged, instinct appeals to the 
lower and higher senses of men to preserve the 


16 


AMERICANISM 


sacred name and nature of their original na¬ 
tionality. 

A striking example of this very condition was 
shown in one of our western cities. When every 
one was talking of Americanization, the 8,000 
members of a certain nationality started a 
weekly paper in their own language and under¬ 
took the opening of a national school to educate 
their children in the mother tongue. 

Cause of Reaction 

The foregoing is only one of many such inci¬ 
dents. Had those who advocated Americaniza¬ 
tion a clear understanding of Americanism and 
worked according to the principle which it em¬ 
bodied, such reactions would have been an im¬ 
possibility. 

Personal Experience 

Let me illustrate this point further. I used 
to be intensely nationalistic. My native land, 
Armenia, had fought for centuries to maintain 
her individuality. The persecution from the 
outside evoked a determination from the inside 
to die rather than to forsake the national ideals 
and standards. One blind determination to 


AMERICANISM 


17 


“convert” met another determination “not to 
be converted” and it was the holiest of all the 
duties of men to preserve our nationality. 

Judged by Experience 

Of course, the difference between Turkish 
sensual teachings and American idealism is the 
difference between night and day. But when 
practically the same method of “conversion” 
is imposed upon an Armenian as was used by 
his former masters, his former experiences lead 
him to one conclusion. He then musters his 
physical and mental forces to fight the program. 
This is true of other nationalities who know how 
one nation plotted against another by imposing 
its language and history upon people within its 
own domains, and they do not hesitate to fight 
its duplication in America. 

More Nationalistic 

When I started to go to Grammar school, 
one of the teachers asked: “What is your 
name?” 

I answered, “It’s a hard name and I’ll write 
it for you,” which I did. She looked at it for a 
moment and then turned to me and said, “Oh, 



18 


AMERICANISM 


give that up and change your name to Smith, 
Jones or a name like that and become American¬ 
ized. Rive up everything you brought with you 
from the Old Country. You did not bring any¬ 
thing worth while anyway. ’ ’ 

I was shocked by her idea of Americanization 
and thought to myself: 4 ‘ The Turkish sword did 
not succeed in making me become a Turk, and 
now this hare-brained woman is trying to make 
an American out of me. I defy her to do it. ’’ 
After that I was more of an Armenian patriot 
than I had ever thought of being. Her remarks 
cut deep into me and I felt the pang, for I knew 
that without my childhood training to sustain 
me during my first two years in America, 1 
would have gone under. 

A Sad Plight 

At this time I was struggling to prolong ex¬ 
istence. My ambition was just flickering. My 
ideals had already gone over the rocks of shal¬ 
low but subtle materialism. Fear dominated 
my life and utter helplessness stared at me 
from every turn. 

Then my belief of the ideal America of human 




AMERICANISM 


19 


brotherhood, Christian kindness, democracy and 
spirituality found no support from the existing 
conditions, for the seemingly American job, a 
slavish effort to keep that job, seven dollars a 
week, no chance to save any money and a mere 
animal existence had already become the por¬ 
tion of my life. I trembled at the apprehension 
that all these, without the hopes and the aspira¬ 
tions I had had, lead me to the inevitable end— 
the grave! Was I to be spared by Providence 
from the Turkish butchery only to be offered a 
sacrifice in America to satisfy the human lust 
for money? Was I to be robbed of my child¬ 
hood training by a subtler teaching in the com¬ 
mercialized America, and still my parents to be 
held responsible for my new behavior? 

Rome made holiday, while Christians burned 
at the stake! Why not make another holiday in 
America, while stupidly honest and inexperi¬ 
enced immigrants went up into the industrial 
flames? Then listen our writers jest about 
these “criminals” and “scums” of other coun¬ 
tries! Oh, would that, in stead of such cruel, 
superficial and egotistical “judgment,” they 
offered a sympathetic friendship to those im- 


20 


AMERICANISM 


migrants, who grope in darkness caused by our 
complex industrial conditions!! 

Purpose of Americanization 
It was then that I went to live with an Ameri¬ 
can family and from them I learned the real 
America — its higher side. I was told that that 
which was good in Armenia was of value in Am¬ 
erica. Other nationalities had brought with 
them their rich traditions and cultures and laid 
them at the feet of America. America did not 
want me to disown the virtues of my native 
land; she only wished that I would overcome 
those traits that did conflict with the spirit 
of democracy. 

A New Consciousness 

This intelligent explanation of America awak¬ 
ened in me a new consciousness which brought 
to me a new understanding of life. I realized 
that the purpose of life was to bring out of 
man the divine; that the greatness of a nation 
was not in the number of wars waged and the 
amount of territory conquered, but in its serv¬ 
ice to humanity; that the spirit of democracy 
can inculcate in man the principle of human re- 


AMERICANISM 


21 


lationship and let each, work out his life’s prob¬ 
lem according to this principle. I knew how in 
the Old Country favors were granted from a 
“favored class,” while in America human limi¬ 
tations prevented its citizens from availing 
themselves of the best. Therefore it was up to 
me to share in the bounties of this land by ac¬ 
quiring a better knowledge of English. 

Temptation to Retrograde 
And yet, contrary to my determination never 
to retrace my footsteps, whenever Americaniza¬ 
tion is spoken of in terms of nationalization, 
identified with Prussianization, my loyalty to 
the Old Country begins to assert itself. A men¬ 
tal voice becomes almost audible in its defiance 
of the spirit back of such a movement. It is then 
that I am going thru my Gethsemane. My men¬ 
tal struggles become agonizing and terrific. I 
am then a witness to an inward struggle between 
mysterious forces, one contending for a broader 
vision of human relationship and interests, and 
the other retrograding to the same plane where 
people are contending for selfish national de¬ 


sires. 


22 


AMERICANISM 


Importance of Democracy 

The one reason why I have paid the price and 
remained loyal to my new convictions has been 
because, when I learned my lessons in democ¬ 
racy it was revealed to me that the interest of 
democracy was more important than my own 
human inclinations; that without its principles 
it would have been impossible for millions of 
foreign-born to have enjoyed greater advan¬ 
tages in a strange land; that opportunities in 
America were due to untold sacrifices and that 
in extending the American privileges to me, 
America trusted in my manhood to keep them 
inviolate. 

But how about the millions of others to whom 
the old sense of nationalism is the paramount 
thing in life? How do we expect to approach 
them unless we find a common ground of inter¬ 
ests? Is not this ground found in the proposi¬ 
tion set forth in the Declaration of Indepen¬ 
dence, ‘ ‘ that all men are created equal, that they 
are endowed by their creator . . . with life, 

liberty and the pursuit of happiness ?” 

Ideal and Actual 

Where is “life,” when a man ekes out a bare 


AMERICANISM 


23 


living laboring all day and, in spite of bis un¬ 
told cares, has to attend night school, otherwise 
either work or some privilege is denied him by 
his employer? 

Where is “ liberty/ ’ when a man is denied 
employment or humane treatment by his fellow 
workers unless he becomes a naturalized citizen? 

Where is happiness, when a man is made to 
think his economic interests demand that he 
abandon the language that expresses his joys 
and sorrows, his aims and ambitions, his yearn¬ 
ings and aspirations and acquiring another ton¬ 
gue, whose sentiment is foreign to him? 

Hurtful Impressions 

This is not what America wants to convey to 
her foreign-born, but it is the conclusion forced 
upon them by the works of many so-called 
Americanization experts. 

Impotency of Methods 

A mere knowledge of our language, history 
and government resembles a peach and an apri¬ 
cot tree growing side by side, getting nourish¬ 
ment from the same soil, drinking from the same 
water, breathing the same air, the same sun 


24 


AMERICANISM 


causing them to manufacture chrolophyll, and 
yet each retaining its individuality. 

A New Battlefield 

Is it not, then, true that it is our ignorance of 
fundamental Americanism that has limited 
Americanization to the material aspect of Am¬ 
erica? If our conception of Americanization is 
correct, as it is revealed in the programs in 
vogue, why is it that a knowledge of English, 
civics and American history or even the posses¬ 
sion of naturalization papers have not over¬ 
come, in the minds of the peoples of this coun¬ 
try, the Old World differences, animosities, ra¬ 
cial and national hatreds and all the small and 
big feuds that have pitted one people against 
another for centuries? Why is it that America 
has already become a new' battle ground of the 
interests of other lands? 

My reference is to pre-war activities of the 
German-American Alliance; the post-war plans 
of the newly organized Germanamerican Citi¬ 
zens ’ League; the Irish, and hundreds of other 
such propaganda works, which are being freely 
carried on from one end of the country to the 
other by hyphenated Americans. 


AMERICANISM 


25 


Power of Fusion 

Let us refer once more to the example of the 
peach and apricot tree. If I wish to have both 
trees yield peaches, I would remove a bud or 
a scion from the peach and graft it upon the 
apricot. In this I shall have to follow a definite 
rule, otherwise grafting will not be successful. 

While English, civics and American history 
are necessary, as a gratifying element these are 
ineffective, for they stand for the externals and 
resemble the bark of the tree. The element that 
has power to chemicalize the mentality of the 
peoples of this country and make Americanism 
dominate their consciousness, is the spirit of 
democracy presented in its practical aspect by 
the native-born themselves. 

Effective Americanization 

Suppose you became acquainted with a for¬ 
eign-born, became his friend and accorded him 
wholesome association and treated him the way 
you want to be treated. Then you spoke to him 
as follows: 

“John, this is America. We have free public 
schools where your children may attend in the 


26 


AMERICANISM 


day-time and you at night, without any cost to 
you. You may send your children to college 
for almost nothing. 

“We have religious freedom. A man may 
worship God according to the dictates of his 
conscience. He need not contribute any tax to 
support a state church, for there is none in 
America. 

“You are free to enter any business provided 
you are not violating the law. 

“Your sons will not be conscripted, for mili¬ 
tary service in this country is voluntary. 

“Your home is your own castle. You are se¬ 
cure in your person, house, papers and effects 
against unreasonable search and seizure. 

Interest in Government 

“As a citizen you have the right to take ac¬ 
tive part in the affairs of your own government 
and help elect its officers. It is in your hand 
whether your city, state and nation shall have 
your contribution toward their progress. 

“Here you are forbidden by law to be a wit¬ 
ness against yourself. 

“Here all men are equal before the law. Not 


AMERICANISM 


27 


where you were born, but what you are counts 
with us, and the humblest home in America may 
produce its Lincoln. 

1 ‘ Even in criminal cases no one can be depriv¬ 
ed of life, liberty or property without due pro¬ 
cess of the law. 

According to Citizenry 

4 4 These are some of the many things America 
has thought necessary to safeguard the interest 
of its citizens and develop the best in man. We 
are far from being perfect. That is because we 
are dealing with human nature. Our govern¬ 
ment is simply the aggregate of the standard of 
its citizens. That means that the better the citi¬ 
zens, the better our government will be. Will 
you come with us and help us bring out the best 
in us and give it to make America the land of 
sunshine ?’ ’ 

Sympathy-Conquerer 

I want to answer parenthetically the argu¬ 
ment that not knowing English, the foreign-bom 
will not grasp the meaning of all that was said. 
That is true in a general sense. But no matter 
how limited one’s knowledge of English is, that 


28 


AMERICANISM 


altruism which prompts a man to befriend an 
immigrant is intelligible thru that universal lan¬ 
guage called sympathy. It is just like a man 
catching sight of water in a desert. Although 
he has not yet tasted it, he has already derived 
a sense of satisfaction and now he is on his way 
to quench his thirst. 

Sore Spots Avoided 

In the foregoing statements you have not 
touched on any racial or national tender spots. 
Nothing you have said or thought evokes resent¬ 
ment. You have simply presented facts, which 
show possibilities of attaining greater freedom. 
You have indicated how to materialize the 
yearnings characteristic to human nature. 
Without any preachment, you have inculcated 
in him a love for English and for American in¬ 
stitutions. That love will inspire him to learn 
English and to acquire a knowledge of our in¬ 
stitutions. 

Americanism Not Coriimercialized 
Again in the foregoing statements, you did 
not- emphasize any economic advantages to be 
derived from a knowledge of English and the 


AMERICANISM 


29 


possession of a naturalization paper. There is 
too much a tendency to seduce the foreign-born 
to become “Americanized” by over emphasiz¬ 
ing a greater chance to make money, as a result 
of a knowledge of English and the possession of 
a citizenship paper. It is my conviction that 
he who “becomes Americanized” because of fi¬ 
nancial returns is never a safe citizen. He is 
not swayed by principle and the interest of de¬ 
mocracy would be better protected without him. 

The kind of Americans the United States 
needs are those whose new allegiance is due to 
a perception of a more fundamental truth as 
revealed thru democracy, fraternity and liberty. 
Such persons become at once attached to our 
institutions and work for their welfare. 

Common Ground 

Again, when you befriended the immigrant 
and told him of America, you met him on com¬ 
mon ground. You exhibited none of that ego¬ 
tistical spirit manifested by most native-born 
when they come in contact with a foreign-born. 
You became his friend first. He began to think 
w^ell of you. By suggesting to him the way to 
greater attainments you created in him a self 


30 


AMERICANISM 


confidence perhaps never known before. Now 
practice what you preach by living up to the 
moral and traditional standard of America, 
and close up the last gap in the “grafting” 
process for that is what you have been do¬ 
ing all this time. When a life is thus animated 
with Americanism, it naturally inspires others 
with the same animation. 

Fruits of Americanization 
Am I right in the conclusion then, deducted 
from the foregoing experience and from my ex¬ 
perience of eighteen months of active work in 
the field of Americanization, that Americaniza¬ 
tion is the process of assimilation of the ideals 
of liberty, democracy and fraternity? The test 
of this assimilation is the manifestation through 
the lives of the people of that spirit, which 
promised America religious freedom; equality 
of opportunity; universal education; the separa¬ 
tion of the church and the state; freedom of 
speech and the press; majority rule with tolera¬ 
tion of the rights of the minority; the rights of 
labor to receive adequate reward; the abolition 
of social, commercial, industrial and religious 
casts; the right of the peaceable assembly; an 


AMERICANISM 


31 


interest in the civic welfare of one’s community; 
a moral obligation not to deny others oppor¬ 
tunities for progress and a love toward all 
races and peoples. 

Spiritual Union 

The cement of nationalism is found in the 
spiritual side of America. It is alone capable 
of bringing the people of all lands, now resid¬ 
ing in this country, to unite to promote the in¬ 
terest of democracy through America. 


WHAT IS AMERICANISM? 


Safeguard to Progress 

Americanism is a new political doctrine 
which sets forth the proposition that all men 
are created equal. 

It is a form of belief that each individual, 
through divine endowment, inherently possesses 
the inalienable right to liberty and the pursuit 
of happiness. 

It is a conviction that, at this stage of hu¬ 
man progress, man has not yet attained to that 
perfection which would enable him to live ac¬ 
cording to the laws of God, therefore human 
laws are necessary to prescribe the limits of 
personal freedom. 

Altruistic Civilization 

It is an assertion that the people can be 
trusted to govern themselves with justice and 
fair play. 

It is a creed that the will of the wise majority 
must be done. 

It is the starting point of the best that is 


32 


AMERICANISM 


33 


yet to be, ringing the knell of all political and 
business corruption. 

It is the interpretation of a new conception 
of life, where altruism dominates, ushering in 
the dawn of true individual freedom where rea¬ 
son and divine revelation move men to action. 

It is a life actuated by a new motive, vibrating 
to the will of Heaven. 

Life of Service 

It is the ‘‘still, small voice” repeating anew 
the Sermon on the Mount and heralding the 
coming of a new social, political, economic and 
religious order. 

It is a new order beckoning men under a new 
standard of conduct to learn the beauty of right¬ 
eousness. 

It is a new consciousness that life is service, 
and that true power is embodied in right rather 
than in might. 

It is a new awakening to the knowledge that 
there is inherent power in goodness and purity, 
and that man’s capacity for good is unlimited. 

It is a religion in which all creeds unite to 
function for the good of all. 


34 


AMERICANISM 


It is the light of joy in giving. 

Form of Therapeutics 

It is a conscious, invisible, but ever active, 
palpitating, onward-moving force that breaks 
all material barriers, overcomes false convic¬ 
tions, and raises its triumphant colors over 
crumbled dynasties. 

It is the principle which unfolds the divine 
will to men, revealing the “substance of things 
hoped for.” 

It is a form of therapeutics that heals racial 
and national hatred and ill-feeling. 

It is the voice of humanity gathering the na¬ 
tions and peoples under the banner of democ¬ 
racy, and giving them knowledge and a new 
vision. 

Leaven of Goodness 

It is the leaven that is destined to change the 
human consciousness as with divine goodness. 

It is the torch of progress that lights the 
paths of the struggling ones in their journey 
from the material to the spiritual realization of 
life. 

It is the sunlight that coaxes the best out of 


man. 


AMERICANISM 


35 


It is broad-mindedness, which inspires life 
with devotion and happiness. 

It is a new “kingdom ’’ whose sceptre is in 
the hands of its people. 

Cement of Humanity 

It is the turning point in the progress of hu¬ 
manity, opening a new country before the way¬ 
farer, wherein tolerance reigns with justice. 

It is a desire to progress without coveting the 
possessions of others. 

It is a tender consideration of the lowly in 
the paths of life and the opportunity to help 
them rise to exalted heights for the glory of 
America. 

It is the shrine where the culture of the whole 
world is offered for the fulfillment of the mis¬ 
sion of America as democracy. 

It is an ideal which unites all peoples and 
languages for the triumphant ends of humanity. 


THE NEW MANHOOD —THE AMERICAN 


New Mental Attitude 

I, the new manhood, represent a new mental 
attitude, a new patriotism. 

I am a child of spiritual conception, free from 
national ill-feelings and racial antipathies. 

I hold men as free born, possessed of infinite 
possibilities and blessed with the capacity for 
good. 

A New Gospel 

I hold forth a new gospel, even the gospel of 
brotherhood through Democracy. 

I covet no man’s possessions or position, for 
within my own individuality lies the seed of 
greater achievements. 

I see all men equal, for I am the incarnation 
of Democracy. 

A New Motive 

I labor for the cause of humanity, for I am 
fraternally moved. 

I tolerate and forbear the petty shortcom¬ 
ings of others and endeavor to instill in men 


36 


AMERICANISM 


37 


consideration for one another’s welfare, for I 
am Liberty enthroned. 

I emphasize honesty in business, integrity in 
government, purity in society, love in religion 
and justice for all. 

I place principle above possessions, goodness 
above personality and righteousness above 
worldliness. 

Divine Attribute 

I respect man, for he unfolds the Divine Es¬ 
sence through courage, courtesy, thrift, tenacity, 
orderliness, fortitude, hospitality and mag¬ 
nanimity. 

I am the foundation of a civilization based 
on altruism and I believe in a life governed by 
reason and revelation, for I am the New Man¬ 
hood. 


THE CONTRAST 


Let’s begin with several playlets. Just as we 
teach English to the foreign-bom thru drama¬ 
tization, so must we learn some subtle facts 
through action. Modern industrial conditions 
and economic hardships have practically stifled 
imagination and without a contrast the pul) lie 
cannot see great tragedies at their very doors. 

Almost a Comedy 
In one act. 

Scene: In a grocery store in Charlestown, 
Massachusetts. 

Time: A few years ago. 

Characters: The Armenian owner of the 
store, clerks, a police officer. 

Scene 1 

(The manager is writing at his desk. Clerks 
are busy sweeping and fixing the shelves. En¬ 
ters the officer in leisurely fashion. Says not 
a word and walks to the fruit counter, takes 
some fruit and starts for the door.) 

38 ' 


AMERICANISM 


39 


One of the clerks — “What do you wish?” 

Officer — (Stares at him, puts a plum in his 
mouth, does not say a word and walks out.) 

The clerk — “This has become chronic, 
Boss.” 

The manager — “What gets me is, he hasn’t 
got the decency to greet us and recognize us as 
the owner of the store. He’ll learn his lesson 
when he returns.” 

Curtain 
Scene 2 

Scene: The same grocery store. 

Time: The following day. 

Characters: The same officer, clerks and 
manager. 

(The manager is at the desk, writing. The 
clerks are putting up potatoes in half peck meas¬ 
ures. The officer enters, pays no attention to 
anyone and walks to the fruit stand; helps him¬ 
self to the fruit and starts for the door. The 
manager had already started from his desk. 
One of the clerks, myself, begins to tremble 
for fear of evil consequences, as a result of ex¬ 
periences in Turkey, for there an officer is a 
law unto himself.) 


40 


AMERICANISM 


Manager — 4 4 Hey, you forgot to pay for 
that. ’ ’ 

The officer — (still walking toward the door, 
opens the screen door and walks out. The man¬ 
ager grabs his coat tail.) 

The officer— 44 What’s the matterf” 

The manager — “Nothing’s the matter. We 
are still running this place. You forgot to pay 
for that (pointing jo the fruit in the hand of 
the officer). 

The officer — 44 It’s only a little fruit.” 

The manager — 44 You haven’t the manhood 
to be decent, and you don’t deserve any. Either 
take the fruit back or pay for it.” 

(The officer does not say a word. Walks 
back and places the fruit in the basket and 
walks out.) 

The new clerk—(relieved of fear, asks the 
manager)— 4 4 How is it you are not afraid of 
the officer? If that man had been in Turkey he 
would have killed you for that insult.” 

The manager — 4 4 This is free America and 
you do not have to submit to any imposition.” 

Curtain 


AMERICANISM 


41 


A New Tragedy 
In one act. 

Scene: A dry goods store in Turkey. 

Time: A few years ago. 

Characters: The Armenian store keeper. 
His son. Turkish Soldiers. 

(Enter six Turkish soldiers. The manager 
and the clerk sitting, jump to their feet to honor 
the soldiers — as the custom of the country 
demands.) 

Soldiers —‘ ‘ Good afternoon . 9 9 

The manager — “Good afternoon .’ 9 

Soldiers — “We want to buy some chitari 
(material for making shirts, which is cut in 
seven or eight yards, folded artistically and 
placed on the shelves). 

The manager — “Avet affindem (Yes, Sirs). 
(He takes down some chitari and shows it to 
them and explains the quality and the prices.) 

The soldiers — 4 ‘ Show us better chitari. 
(Some of them are folding the material and 
measuring the opening of their pockets to see 
if it could be placed there.) 

The manager—“Here is a piece of goods that 
cannot be readily matched.” 


42 


AMERICANISM 


The soldiers — ‘‘ You do not have the kind we 
are after.” (Meanwhile one of them pockets a 
chitari and they all walk out.) 

(The manager and the clerk stare at each 
other and finally the latter speaks.) 

The clerk —‘ ‘ Why didn’t you stop them ? We 
both saw them take it.” 

The manager — ‘ ‘ Their word is law in court 
and we have no recourse. Furthermore, it costs 
less to lose the material than be kicked around, 
laid up and pay doctor’s bills.” 

Curtain 

A Drama 
In one act. 

Scene: On the streets of America. 

Time: During the summer vacation. 

Characters: Children, pedestrians. 

(Tables covered with white cloth, placed on 
the lawns under canopies. Tumblers placed up¬ 
side down on the tables. Under the tables, wash 
tubs filled with ice in which are buried bottles 
of soft drinks. Some have jars filled with lem¬ 
onade.) 


AMERICANISM 


43 


Children — “Mister, have a drink. Good 
lemonade, just for a nickle.” 

Pedestrian — “If you boys made it, it must 
be good and I must have a drink.” 

One of the children — “I’ll take the money. 
I keeps the mon in this box.” (Exhibiting a 
box.) 

The pedestrian — “My, my, what a lot of 
money you fellows have got! What are you 
going to do with it?” 

The children in unison — “ We’ll divide it and 
put it in the bank. ’ ’ 

Pedestrian —‘ ‘ What are you going to do with 
it then?” 

Children — “Oh, spend it. Spend it when 
we go to school.’ ’ 

Pedestrian — i ‘ Who ’ll take my money ?’ 9 

One of the children — “I’ll take the mon, 
mister. ’ ’ 

All the children — “Sure, mister, he’s all 
right. He’s the cashier. Give it to him. ’ ’ 

The pedestrian— “Good bye, boys. That was 
a fine drink. I hope you will sell lots of them.” 

The children—“Thank you, mister, come 
again.” Curtain 


44 


AMERICANISM 


A Tragedy 
In one act. 

Scene: The market place in Turkey. 

Time: Fall. 

Characters: A young Armenian butcher 
breaking into the provision business. At a little 
store, he has on display some meat. A Turkish 
notable with servants walking through the mar¬ 
ket place, stands before the boy’s counter. 

The Turk —‘ 1 Who are you ? ’ ’ 

The Armenian lad — “I am the son of so-and- 
so.” 

The Turk — “What are you doing here?” 

The lad — 4 ‘ Selling meat. ’’ (The boy begins 
to show signs of fear and turns pale.) 

The Turk —“Who started you in business?” 

The lad — “My father gave me the money.” 

The Turk, to his servants —‘‘Throw that (the 
meat) to the dogs.” (Then turning to the lad), 
“You cur, you! You have no business to do 
anything like this.” (Further cursing follows, 
then the Turk walks away. The meat is thrown 
to the dogs which run freely in the market places 
and on the streets in Turkey. The boy has no 
recourse, for Hadji Pasha is a law unto him- 


AMERICANISM 


45 


self. The lad starts for home as tears begin to 
roll down his cheek.) 

Curtain 

Enough of the drama. The rest must be told 
in narrative form. 

Even though the contrast between the Old 
World and the New is so strikingly great, as 
shown between Turkey and America, yet the 
life in the former held some advantages for its 
Christian subjects, which the latter, due to its 
complex industrial life, does not at first mani¬ 
fest to its immigrant population. 

In passing let us note some of the character¬ 
istics of life in the Old and New Worlds. 

Home Life Influences 

Notwithstanding the financial limitations of 
the Old World, the majority of the immigrants 
own their fire-side. They lived at home where 
the family ties, permeated with affection, drew 
each member close to the others. Parents reared 
their children according to a long traditional 
standard and threw around their youngsters in¬ 
fluences to strengthen their characters. 

Each country from which the immigrants 


46 


AMERICANISM 


come has a fairly homogeneous population. 
Each family is well known to the others. Each 
is governed by a certain tradition and every 
precaution is taken by its members to keep that 
tradition inviolate. Each town in turn is gov¬ 
erned by a certain tradition and its inhabitants, 
as a whole, endeavor to keep the reputation of 
their home-town unchanged. 

Simple Practices 

The Old World standards have been simpler. 
Its industrial system is not so complex as ours. 
Its political life, being more or less autocratic, 
has been carried on upon paternalistic bases, and 
left the people with no political responsibilities. 
Its social life has been well graded and marked. 
Its economic life has made fewer demands and 
its religious activities have been moving accord¬ 
ing to established forms. 

No Home Atmosphere 

The United States, on the other hand, presents 
to the immigrant an entirely different set of con¬ 
ditions. Here they find themselves without home 
atmosphere. In many cases they are huddled 
in one room, where they cook, eat, wash and 


AMERICANISM 


47 


sleep. Those with families are forced, by their 
economic conditions, to live in sections, which 
in their best, destroy any higher aspiration in 
man. Most immigrants are thrust into the heart 
of our industrial centers; and being so unlike the 
rural life from which they came, every change 
and every move brings new clouds over their 
minds. They are far away from the consoling 
words of their parents, whose protecting* over¬ 
sight no longer follows them. Even the age¬ 
long tradition that kept them in the straight and 
narrow paths of virtue, holds them no longer. 

Confused Ideas 

Again, in this new environment, new social, 
political, economic and religious ideas are thrust 
upon them; but neither the Old World training, 
nor the experiences of the New, help them to re¬ 
ceive these ideas intelligently, or to combat them 
persistently in order to maintain that standard 
of life which they brought with them. As a 
result of these complex problems which the im¬ 
migrants are not able to solve, they lose faith in 
the things of the Old World, and, not knowing 
how to find anchorage in the New, allow their 


48 


AMERICANISM 


barks to drift. Their standards of living then 
become a menace to the aspired standard of de¬ 
mocracy and sometimes their behavior becomes 
a disgrace to their national culture and achieve¬ 
ments. 

Biology attempts to explain this ‘ 4 riddle ” 
by ascribing their behavior to the laws of in¬ 
heritance, when a simple application of com¬ 
mon sense and a friendly and a helpful en¬ 
vironment would have saved the immigrants 
from this terrible fate, America from the threat 
of a lower standard of living, and biology its 
reputation. 

Fundamental Error 

It is sometimes argued that with all these con¬ 
siderations the immigrants enjoy greater privi¬ 
leges in America than they did in the Old Coun¬ 
try. Perhaps it would be correct to say that 
the new-comers would enjoy a better life had 
the privileges of the real America been acces¬ 
sible to them. The contrary is true for the 
following reasons: 

1. The refusal of most Americans to asso¬ 
ciate with the foreign-born. 


AMERICANISM 


49 


2. The ignorance of the foreign-bom con¬ 
cerning America. 

3. The economic condition of the foreign- 
bom. 

4. The desire on the part of some early ar¬ 
rivals to exploit the new-comers. 

5. The immigrants 1 environment. 

6. Onr industrial system. 

The argument that the immigrants are ‘ 1 bet¬ 
ter off” here than there does not seem to he 
proven when we consider the environment in 
which they are forced to live, the terrible in¬ 
dustrial life which has divorced the humanity 
in labor, the lack of natural home atmosphere 
to foster higher qualities in man, and the con¬ 
fusion that prevails because of the newness of 
everything in America. We err terribly when 
we persuade ourselves into believing that petty 
economic advantages are the one essential to 
nurture the fundamental side of life — the spir¬ 
itual. 

A New Bondage 

I remember I had not been in America long 
when I lost my belief in Deity. With it went 
my hope. My aspirations for something higher 


50 


AMERICANISM 


in America received a terrible jolt. Its free¬ 
dom did not mean anything to me, because it 
had brought to me a new bondage — a bondage 
of something material, something mysteriously 
hideous, something unexplicable, which left 
me absolutely helpless. I wanted to go back 
into the very hell — Turkey — from which I 
fled. I preferred to go back and even be killed 
by the Turks, to enjoy just once more that 
something at home which carried a sense of 
satisfaction, hope, aspiration, — yes, that some¬ 
thing which always took the welfare of others 
into consideration. But a Turkish law stood 
between me and my home. 

A New Light 

I do not regret that I was forced to remain 
in America, for later I discovered that which 
I had been looking for — the America with its 
tremendous spiritual significance, the America 
with its prophetic future. Then my eyes were 
opened. I did not wonder longer why the down¬ 
trodden of the world flocked to her shore. I 
did not wonder why people severed their cen¬ 
tury-old ties and sought new relationship, be- 


AMERICANISM 


51 


cause it was clear to me that it was the spirit 
of humanity that was beckoning through Amer¬ 
ica. It was the new order of things that was 
luring the peoples of the Old World to the 
shores of this continent. 

But where are these builders of a new day? 
They are in the slums, where they are enjoying 
the chance to earn a few dollars more each week 
than they had in their home land. But they are 
face to face with spiritual famine, and on their 
faces is written, “You may have more money 
but you have less life.” Their very existence 
is chilled with spiritual penury. 

Result of Neglect 

Let us not condemn them when they fail to 
measure up to our expectations. Let us not 
denounce them as unfit, when we find them awk¬ 
ward, timid and reserved, because of our failure 
to extend to them the helpful hand of fellowship 
and to show them the true spirit of America 
through our relationship with them. 

Should we find them “fallen,” let us with¬ 
hold our verdict, ‘ 4 Morally unfit, ’’ because their 
dear ones trusted them to America believing 


52 


AMERICANISM 


that our friendly contact and civilization would 
safeguard their virtues in their sojourn among 
us. 

We send our missionaries to “better” the 
condition of other lands, but when the people 
of those same lands come to us, we allow their 
environment to contradict the best sentiments 
and the ideals of America. 


AMRICANIZATION STUDIES 

Unanimous Admission 

All the efforts to “Americanize the foreign- 
bom’’ carry with them the admission that one 
does not have to be a native bom to be an 
American. In other words, it means that irre¬ 
spective of one’s place of birth one can be an 
American by acquiring a certain knowledge or 
a mental attitude. 

Will the following course, given two years ago 
by the executive secretary of the International 
Institute of the Y. W. C. A. as a training course 
in Americanization to prospective workers in 
the field of Americanization, impart this neces¬ 
sary knowledge or mental attitude? 

Section 1 

1. Introduction. 

Ethnological composition of Europe. Discus¬ 
sion of race and nationality. 

2. Modern migration movements — Canada, 
Australia, South America, the United States. 


53 


54 


AMEBICANISM 


3. History of Immigration to the United 
States. 

(1) By periods. 

(2) Legislative and political phases of im¬ 
migration. 

(3) Industrial phases of immigration. 

(4) Social phases of immigration, crime, de¬ 
pendency, housing. 

Section 2 

National groups. 

1. At home. 

A. Cultural backgrounds. 

(a) Education — religion. 

(b) Economic and political status. 

(c) Social life, art, music. 

B. National aspirations. 

2. In America — location and occupation. 

3. St. Louis. Number, history and location. 

4. Groups to be considered under 1, 2, and 3. 
A. Teutonic Races. , 

(a) English, Scotch, Irish, Scotch- 

Irish. 

(b) Swedish, Norwegian, Danish. 

(c) German, Dutch. 


AMERICANISM 


55 


B. Slavic. 

(a) Russian. 

(b) Ukranian — Ruthenians. 

(c) Lithuanian — Letts. 

(d) Poles. 

(e) Czecho-Slovaks. 

(f) Jugo-Slavs, Serbians, Croatians, 
Dalmatians, Montenegrins. 

(g) Bulgarians. 

C. Finno Ugrians. 

(a) Hungarians — Magyars. 

(b) Esthonians — Finns. 

(c) Turks. 

D. Greco — Latin. 

(1) Italians: North, South. 

(2) Roumanians. 

(3) Spanish. 

(4) Portuguese. 

(5) Greeks. 

(6) Albanians. 

(7) Mexicans. 

E. Asia Minor. 

(a) Armenians. 

(b) Syrians. 

F. Jewish-Semitic. 


56 


AMERICANISM 


G. Far East — Mongolians. 

(a) Chinese. 

(b) Japanese. 

Section III. Assimilation of foreign-born. 

1. Essential factors in assimilation. 

A. Justice in dealing with the foreign-bora. 

B. Better Housing. 

C. Opportunities for friendly contact. 

D. Educational opportunities. 

E. Different attitude on part of average 
American. 

2. National efforts. 

A. Federal. 

(a) Immigration commission. 

(b) Naturalization bureau. 

B. State, national and private organizations. 

(a) State activities—California and 

others. 

(b) Immigration protective league, 

Chicago. 

(c) Special section, on National Con¬ 
ference of Social Workers. 

(d) Carnegie Foundation (Allen T. 


Burns). 


AMERICANISM 


57 


(e) National Church Council — Y. W. 
C. A., Woman’s clubs. 

3. Local efforts. 

A. Public library. 

B. Public schools. 

C. Naturalization Bureau. 

E. Private effort, Y. M. C. A.; Y. W. C. A.; 
Woman’s Chamber of Commerce; Board of Re¬ 
ligious Organization; Junior Chamber of Com¬ 
merce; W. C. T. U.; Colonial Dames; Various 
churches and Settlements. 

4. Teaching English to the foreign-born. 

A. Various methods used across country. 

B. Practical instruction in teaching English 
to foreigners (2 lessons). 

5. Summary. 

Nothing American 

- There is nothing peculiarly American in the 
foregoing subjects. These are being taught in 
the higher institutions all over the world. But 
what excuse there could be for offering these 
sociological subjects as Americanization sub¬ 
jects, other than ignorance as to what is Amer¬ 
icanization, is beyond comprehension. Does not 


58 


AMERICANISM 


this show that our assimilation problem is made 
harder because those who preach Americaniza¬ 
tion need to know what constitutes American¬ 
ism? 

Source of Study 

I have no right, perhaps, to sit in judgment of 
the Y. W. C. A. without offering a program, 
which, in my belief, will go far toward the solu¬ 
tion of our vexed assimilation problem. If I 
were to give a course in Americanization, I 
would seek for material in the following sources: 

1. The speech of Patrick Henry delivered 
before the Virginia assembly. 

2. James Otis’ “taxation without represen¬ 
tation ’ ’ speech. 

3. The Colonial local self government. How? 
Where? WJiy? 

4. The Declaration of Independence. 

5. The Articles of Confederation. 

6. The Constitution of the United States, 
with particular attention 16 the ten original 
amendments. 

7. The writings of Washington. 

8. The writings of Jefferson. 

9. The writings of Franklin. 


AMERICANISM 


59 


10. The writings of John Jay. 

11. The writings of Hamilton — the Feder¬ 
alist papers. 

12. The Monroe Doctrine. 

13. Daniel Webster’s speeches. 

14. Calhoun’s speeches. 

15. Writings of Garrison. 

16. Lincoln’s speeches. 

17. Roosevelt’s writings and speeches. 

18. Wilson’s writings and speeches. 

19. Trace the development of religious free¬ 
dom in the New World. How did it come about? 
Why? How safe-guarded? 

20. Trace the development of suffrage rights. 

21. Some critical study of the Constitutions. 

22. Some critical study of our form of gov¬ 
ernment. 

23. Some critical study of other forms of gov¬ 
ernment. 

24. Liberty vs. personal freedom, license. 

25. Democracy, its meaning, its origin and de¬ 
velopment. 

26. The Golden Mean — the Republic. Why? 

27. Class legislation vs. Mass legislation. 

28. Individual responsibility in a democracy. 


60 


AMERICANISM 


29. Our public schools, their aim and purpose 
and value. 

30. The use and the abuse of free speech and 
freedom of the press. 

31. Democratic tendencies in the old country. 
Where ? How ? To what extent ? 

32. American history. 

33. Civics. 

Needed Discovery 

The purpose of the foregoing study should be 
to ascertain clearly an understanding of democ¬ 
racy and discover the principle which safe¬ 
guards our idea of altruistic progress — a civil¬ 
ization that promises justice to all. Here the 
student will realize that the blind .nationalism 
avails nothing by imposing its language, his¬ 
tory and government upon others. In fact, 
such movements endanger the existence of the 
very nationality which it seeks to save, for such 
movements consciously and unconsciously, in¬ 
still autocratic tendencies in the minds of the 
people and thus internally help the enemies who 
wish to overthrow that very government. 


AMERICANISM 


61 


Principle at Work 

The thing that America needs, and all 
the world needs, is not forcing others to 
learn its languages and history and be¬ 
come its citizens. America needs to make clear 
to the people of these United States the prin¬ 
ciple of liberty and democracy and let each in¬ 
dividual solve his life’s problem according to 
this principle. It is in this principle that we 
find lasting union. It is through this principle 
alone we avert conflict and bring greater 
progress to man. A glimpse of this principle 
will induce man to learn the language of that 
country, America, which promises greater free¬ 
dom to man. 


Principle Sacrificed 

When the people have seen clearly that the 
violation of this principle brings to them losses 
— both material and spiritual —they will then 
by force of necessity comply with the demands 
of principle.This is so conclusively proven in the 
field of mathematics that it needs no argument. 
Furthermore in solving a problem man never 
refuses to undertake the work simply because 


62 


AMERICANISM 


he has not at his command the kind of paper on 
which he wants to set his figures. To him the 
medium through which the principle is to be 
demonstrated is insignificant and he does not 
sacrifice the greater for the lesser. A study of 
the curricula of “Americanization schools,’’ 
‘ 1 programs, ’ ’ or “ training mediums ’ ’ have sa¬ 
crificed principle and emphasized learning Eng¬ 
lish and becoming citizens. 

Purpose of Civics 

A study of civics would reveal the avenues 
through which the ideals of America may be ap¬ 
plied to the problems of life. In this study 
emphasis should be laid upon the causes and 
reasons as to why the various branches of our 
government were instituted and whether or not 
they meet present needs. If not, could they be 
made to function by improving some other 
avenue? For instance if the trial by jury is a 
“failure,’’ will it serve the purpose of democ¬ 
racy better to abolish it, or vyill it be more logical 
to improve our educational system in order to 
improve the standard of citizenship, then change 
the present jury law to require a higher quality 
of jurors? 


AMERICANISM 


63 


Homogeneous Feeling 

The foregoing studies, altho not conclusive, 
would come nearer creating a homogeneous feel¬ 
ing among the peoples of America because they 
would inculcate the principles of democracy 
and lead men into discovering vast possibilities 
within. Homogeneous feelings then lead to a 
united movement toward a greater realization 
of the promises of America. In this united 
movement all worthy things will come to pass. 
Humanity will be the benefactor and the glory 
will rest upon America. 


NATURALIZATION AND 
AMERICANIZATION 


Easy Citizenship 

The following is an extract from a letter 
printed in one of our dailies: 

“From the report given out some few days 
ago, it shows that out of 17,000,000 aliens, only 
six millions are naturalized. ... If the 
American people would have to undergo all the 
troubles, annoyances, rigid questioning and 
compliance with unnecessary rules and regula¬ 
tions put before the applicant, I am quite sure 
that very few of them would apply for citizen¬ 
ship papers. 

1 ‘ In some countries of Europe, after an alien 
has resided there for a certain number of years, 
he automatically becomes a citizen of that 
country. Why not apply the same law in this 
country V 9 

Useless Questions 

Here are the usual questions asked an appli¬ 
cant for the final citizenship papers: 


64 


AMERICANISM 


65 


1. What is your name in full? When and 
where were you bom? 

2. Are you single or married ? 

3. If married, give the full name of your 
wife and where she was born and where she 
is now living. 

4. If you have children, give the name, date, 
place of birth and place of residence of each liv¬ 
ing child. 

5. When you came to this country what port 
did you sail from, what port did you land in 
and what was the name of the ship that you 
sailed in? 

6. What date did you sail and what date did 
you land ? 

7. Where have you lived since you have been 
in this country? 

8. Can you write and if so let me see you 
write your name? 

Believing in Government 

9. Do you believe in organized government? 
Do you believe in obeying the law. 

10. Are you a member of or in any way con¬ 
nected with any society or number of persons 


66 


AMERICANISM 


teaching disbelief in or opposed to organized 
government? 

11. Are yon an anarchist? 

12. Do you believe in the practice of poly¬ 
gamy? Are you a polygamist? 

13. Do you intend to become a citizen of the 

United States and to renounce absolutely and 
forever all allegiance to any foreign prince, 
state, or sovereignity and particularly to the 
king of.? 

14. Is it your intention in good faith to reside 
permanently within the United States ? 

15. Have you ever applied for admission as a 
citizen of the United States and been denied ad¬ 
mission? 

Two Witnesses 

16. Do you understand that when you apply 
for citizenship you need two witnesses, who are 
citizens of the United States and who have per¬ 
sonally known you to be a resident of the United 
States for a period of at least five years? 

17. Do you understand that these persons 
must have personal knowledge that you are 
a person of good moral character and in every 



AMERICANISM 


67 


way qualified to be admitted as a citizen of the 
United States. 

18. Do you understand that if you are admit¬ 
ted to citizenship you must declare on oath 
that you will support the constitution of the 
United States, and that you will absolutely 
and entirely renounce and adjure all allegi¬ 
ance and fidelity to any foreign prince, 
etc., and that you will support and de¬ 
fend the Constitution of the United States 
against all enemies, foreign or domestic, and 
bear true faith and allegiance for the same? 

Knowledge of America 

19. What is the form of government of the 
United States ? 

20. Have you read the Constitution of the 
United States? 

21. Are you attached to the principle of the 

Constitution of the United States and well dis¬ 
posed to the good order and happiness of the 
same? -ij 

22. Have you borne any hereditary title- or 

have you been a member of any order of the 
nobility in the kingdom of.? 



68 


AMERICANISM 


23. If yon have, you will have to surrender the 
same. 

24. Are you perfectly willing to surrender 
the same? 

25. What is the title of the chief executive 
officer of the United States? 

26. Wlio is the President of the United 
States ? 

27. How is the President of the United States 
chosen ? 

28. Where are the laws of the United States 
made? 

29. Who makes the laws of the United States 
of America? 

30. How is Congress composed ? 

31. How are Senators elected and for what 
term? 

32. How are members of Congrees elected and 
for what term? 

33. WTiat is the title of the chief executive 

officer of the state of. t . ? 

Knowledge of State 

34. Who is the governor of the state of.? 

35. How is he elected? 



AMERICANISM 


69 


36. Where are the laws of the state of 
.made? 

37. Who makes the laws? 

38. How is the legislature composed ? 

39. How are the Senators elected and for 
what term? 

40. How are the members of the assembly 
elected and for what term? 

41. Who is the chief executive of the city 

of.? 

42. How is he elected? 

43. What body conducts the general adminis¬ 
tration of the affairs of the city?* 

“Quizz Classes” 

All these questions are seldom asked of an 
applicant. When I went through the process of 
naturalization very few questions were asked 
of me. They seemed so simple and their ‘an¬ 
noyances” were so insignificant in view of the 
privileges which citizenship brought to me. 

It is true that the questions are hard for those 
to answer who have gone thru “quizz” classes 


These questions are given in one of Peter Robert’s books. 





70 


AMERICANISM 


and have acquired a parrot-like knowledge of 
the machinery of our government. When the 
questions are shifted such applicants naturally 
give the wrong answer. The following from a 
St. Louis paper illustrates this very point: 

Quizz Class Product 

“It was a great moment in the life of Pana- 
giotes Georges Livatas. He stood before United 
States District Judge Farris today, erect and 
smiling. He had vision of American citizenship. 

“Do you believe in Anarchy?” the court in¬ 
quired. 

“Yes,” smiled Livatas, white teeth shining. 

“What is anarchy?” inquired Examiner 
Bevington. 

“The court in America,” Livatas answered, 
proud of his knowledge. 

“Case continued,” said Judge Farris. “Ad¬ 
vise the applicant to study civil government. ’ 1 

The foregoing case is not an exception. In 
fact, it is a natural consequence of the “Quizz” 
method of citizenship training under the guise 
of Americanization. 


AMERICANISM 


71 


Not Wanted 

In view of the fact that it is so easy to be¬ 
come a citizen, if instead of acquiring a knowl¬ 
edge of the machinery of our government and 
going through the process of law and becoming 
a citizen, a man recommend European meas¬ 
ures to “solve” an American problem, he is 
just the kind of a man we do not want natural¬ 
ized. In most European countries even though 
a man automatically becomes a part of that 
country, he is not a citizen, as citizenship is 
conceived in America, he is but a subject. 

Different Problems 

Again, in most European countries, immigra¬ 
tion problems are not so acute as they are in 
America. Here we are dealing with a heter¬ 
ogeneous mass of people such as have never 
before gathered into one country. For this 
reason we must have particular laws to apply 
to our own conditions. We cannot afford to 
allow a wholesale naturalization, without an 
investigation of the fitness of every applicant to 
become a loyal citizen. A wholesale automatic 
naturalization as recommended by the forego- 


72 


AMERICANISM 


ing aspirant for citizenship, cannot insure a 
desirable class of voters. They must be made 
fit through training, and they must show their 
qualifications before they are granted the right 
of suffrage. 

Civilization Valuable 

If the gentleman quoted, who is looking for 
an easy access to American citizenship, were 
given a piece of land, underlaid with diamonds, 
would he abandon it the moment he discovered 
that he could not dig them out with a pickaxe? 
Would he not use his money and energy to get 
to the gems? Now, the thing that has given 
the diamond its value is progress. It would 
mean nothing to a savage. The value of dia¬ 
monds is, then, the fruit of progress, or of civ¬ 
ilization. The rapidity with which democratic 
governments are springing up everywhere 
shows that our form of government is in advance 
of those of the Old World. Our civilization, then, 
has further enhanced the yalue placed upon 
diamonds. Should not the gentleman, then, do 
all in his power to make our civilization secure 
in order to make secure his material posses¬ 
sions ? The only real safeguard of our civiliza- 


AMERICANISM 


73 


tion is the ballot, in the hands of an intelligent 
electorate. No one can vote intelligently unless 
he understands the problems peculiar to our 
form of government. How can an automatic 
form of naturalization, as suggested by him, 
give us an intelligent body of citizens? How 
would they know how to use their suffrage 
rights unless they were properly trained? How 
shall we know that they are earnestly seeking 
to become Americans unless they make some at¬ 
tempts to become Americanized? 

Wanting in Loyalty 

It cannot be proven that the present natur¬ 
alization law, easy as it is, has produced active 
and loyal citizens. How could an automatic 
naturalization law improve this condition ? One 
of the first signs of loyalty asked of a new 
citizen is an ability to speak the language of 
the country which he has adopted and yet, prior 
to every election, politicians and their candi¬ 
dates appeal to the “foreign voters” through 
the foreign language newspapers in order to 
secure their votes. How long can our democ¬ 
racy persist under such conditions? 


74 


AMERICANISM 


Reform Necessary 

A big danger, which our own naturalization 
law imposes upon our own democracy is that 
it allows the ballot to be placed in the hands 
of those whose affections are still alien and 
who are no more capable of using it than a 
child is capable of running a railroad engine. 
In time of peace the ballot is the only real safe¬ 
guard America has and yet those in whose 
hands it is placed have no more training to 
cope with the problems of our democracy than 
a child is able to solve a problem in geometry. 

Some day we are going to substitute for the 
present naturalization law a five years of real 
education in democracy with a view to enable 
our citizens to meet present and future prob¬ 
lems of our country according to the principles 
of government upon which these United States 
of America were founded. 

Another danger, which our naturalization law 
imposes upon our own democracy is that it al¬ 
lows the wife of a naturalized citizen to become 
a citizen automatically. The illiteracy among 
the foreign-bom women is greater than among 
men and in view of the present woman suffrage 


AMERICANISM 


75 


rights the abuse of such privileges cannot be 
readily estimated. The only remedy to this 
condition is to require the wives of naturalized 
citizens to go through the process of the law 
and become citizens also. 

Simple Example 

Assuming that a great manufacturing con¬ 
cern allowed its employees to become partners 
automatically after a certain number of years 
of employment in its service without fixed quali¬ 
fications to safe-guard the life of the institution, 
how long do you suppose that organization 
would last? 

How necessary then for America, the greatest 
human organization in the world, to have fit 
partners to shoulder her work intelligently and 
safe-guard her interests persistently. 


NOT BALLOT PROOF 


Bullet Proof 

The devotion with which our boys fought 
during the World War proved that America 
was bullet proof — at least for the time being. 

The political corruption and the grafts in our 
state and municipal governments' show that 
America is not ballot proof and consequently is 
liable to subtle dangers from within. 

Voters Without Knowledge 

Our educational system has not trained a large 
native population to appreciate Americanism. 
Nor have our naturalization laws, passed by the 
Congress of the United States, provided for the 
thorough training of the foreign-born before 
placing in their hands the privilege of suffrage 
rights. 

In addition to all the foregoing and because 
of their service in the army and marine during 
the World War, 209,984 foreign-born were made 
citizens up to January 1, 1920. 

It is safe to assume that the 66,000 foreign- 


76 


AMERICANISM 


77 


born illiterates in the army and marine were 
included in the foregoing number of the natur¬ 
alized. 

Right Reward? 

While citizenship was a splendid reward to 
these men who fought for our cause, on the oth¬ 
er hand, it was an injustice both to them as well 
as to America. To them, because we placed in 
their hands an instrument in the use of which 
they had no adequate training. To America, 
because these voters were not prepared to 
shoulder the responsibilities of citizenship and 
safe-guard the right interests of our country 
at the polls. 

How would you like to authorize the follow¬ 
ing to have a voice in the management of your 
business affairs, to say nothing of the business 
of managing America? 

To Perpetuate Americanism 

Here is Arthuro Copobianco who spent six 
months in Camp Funston. He did not go across, 
but left the service a citizen. In one of his 
class exercises Arthuro wrote as follows: 

“Gentleman I write you this leter. dat few 


78 


AMERICANISM 


month ago I bout from your piple a gross of 
Ribber Heel and I fand dam to be very sotis- 
foctery so I wish you to seand me 2 more gross 
jiust sinnt as piasible.” 

The following Italian is 26 years old. At 
the time I knew him he had been in this country 
seven years and had served in the army seven 
months. When he entered the service he had 
not even had his first papers and yet he came 
out a full fledged citizen. He could neither 
read nor write even in Italian. He spoke very 
little English, so little that it was impossible 
to make himself understood. 

Here is another Italian who is 43 years old 
and has been in this country 26 years, he speaks 
a little, reads a little, but cannot write. He has 
been a citizen 15 years. In trying to say that 
he had had no education he said, “Dem peoble 
get no big ejucate. Can’t use, you know dem 
big words.” 

Ten Years a Citizen 

Tony Baldi has been in this country 17 years, 
a citizen ten years. He was asked to write 
something about his daily work and bring it to 
class, he brought his naturalization paper the 


AMEEICANISM 


79 


following evening. Here are the answers of 
several questions he wrote: 

“I been in this city of Saint Louis, Mo. about 

17 years ago. My occupation is at. 

(giving the name of the firm he worked for) I 
am a American citizen of United States. I 
never been in American school, but I know some 
by grammatic book.’ ’ 

Sarran Garfalo speaks next: “I have been 
in the Unite States seence 1914. I have been in 
St. Louis, Mo. 5 years. I attend 1 year night 
school. American history (this was given as an 
answer to the question, What did you study?). 
I like to study Arithmetic. I like to be a Doctor. 
I am a citizen of the U. S.” 

Nineteen Years 

Listen to Tony Porta: “I came in Saint 
Louis at 1902 November 2th. (Evidently he 
meant to say he arrived in America at that 
date). I arrived in Saint Louis December 7th 
1902. I never gone at night school. I work 
for railway as motorman. I like to be a lawer 
(lawyer). I am an American citizen /’ 

Joe Sandullo has this to say: “I have been 



80 


AMERICANISM 


in America in the year 1908 I am strait to St. 
Louis City I tended the night school in 1918 in 
this place I studied American history I like 
study the most eretimetic and commercial let¬ 
ters. I am working in shoe factory I have the 
second citizen paper, since two years ago.” 

Joe Vece’s story is as follows: “I have been 
in America 10 years. I came in St. Louis on 
1913. I attend in night school on 1918. I work 

on Tailor shop at ., I like to be a 

machinist. I am American citizen.” 

First Question Unanswered 

Here is a Syrian who had two sons in the 
army. He could neither read, write, nor speak 
English. When he came before the Chief Na¬ 
turalization Examiner he could not even answer 
his first question. At the time he applied for 
his final paper one of his two witnesses was 
sick. He was refused his paper. His plea 
with the authorities evidently did not bear fruit 
and he then returned home. A few days later 
he received a card from the court. He took his 
witnesses and secured his final citizenship 
paper. 



AMERICANISM 


81 


Women Voters 

Here is a Jew. He has come for information 
in regard to his securing his final naturalization 
paper. I am interested in his family and make 
inquiries. He and his family have been here 
many years. Some of his children are married 
and have homes of their own. They know Eng¬ 
lish quite well. 

“How about your wife? Does she speak 
English ? ” I asked. 

“My wife can’t read or speak a word of Eng¬ 
lish/ 9 he answered. 

4 ‘ When you become an American citizen, your 
wife also becomes a citizen automatically. How 
do you expect your wife to vote intelligently if 
she does not read or speak English?” I ques¬ 
tioned. 

“Oh, that is easy,” he replied, “I got two 
kids. They go to public school and know how to 
read and write, they can tell her how to vote and 
she can go to the polls and vote . 9 ’ 

This woman, like other ignorant voters, was 
to be drilled as to where to place the cross signs 
and she was to go to the polls and follow in¬ 
struction. 


82 


AMERICANISM 


Unable to Write 

Here is another aspirant for citizenship. 
This applicant for the final naturalization paper 
is also a Syrian. He is fairly able to answer 
the questions of the Examiner, but he is unable 
to sign his name. One of the witnesses writes 
his name and shows him how to copy it. The 
applicant copies it and although the name is not 
legible he is granted his citizenship paper. 

Violation of Trust 

Enough of these. Investigations will show 
numberless other cases of the flagrant viola¬ 
tion of trust on the part of our officials. One 
versed in the demands of politics understands 
the why of such violations of trust better than I. 
But it seems to me the time has come when we 
must fasten responsibility and protect the inter¬ 
est of America. One foreign-born said to me: 
4 4 We can have anything we want here. We want¬ 
ed that Justice of the Peace . . . and we got 
him.” 

Another one said, “Whenever my people get 
into trouble and when I hear about it they do 
not stay in jail long. I calls up so and so and 


AMERICANISM 


83 


they are out.” Why not when the votes of his 
people count much in the politics of that city? 

Ballot’s Strength 

Today we Americans are suffering from the 
sins of our omission as well as commission. 
For years we heard Lincoln’s plea for the ballot 
in the words that the ballot was ‘ ‘ stronger than 
a bullet,” and yet we did little to elevate our 
citizenry in the use of their suffrage rights. Our 
law making body at Washington enacted laws 
that availed nothing in preparing the citizens in 
the fundamentals of Americanism and yet every 
year we are spending millions of dollars in fight¬ 
ing “radical propaganda” and wasting our en¬ 
ergies uselessly. What we need is Americanism 
inculcated in the minds of the peoples of this 
country and not radicalism denounced. If you 
were conducting a class in mathematics what 
would the students gain, as far as that subject is 
concerned, if you devoted your time to denounc¬ 
ing the mistakes made by mathematicians? Just 
as the students need to be told of the principles 
of numbers, so the peoples of this country need 
to be educated in the principles of the Declara- 


84 


AMERICANISM 


tion of Independence and the Constitution of 
the United States and the problems of democ¬ 
racy. 

Further Reforms 

The present educational test required of a 
voter is inadequate. Before I was allowed to 
vote for the first time the Election Board placed 
a box on the table and asked me to draw out a 
card. On it was an excerpt from the Constitu¬ 
tion of the United States. I was asked to read 
it. I did. A child in the fifth grade could have 
done the same. Even this simple law is seldom 
enforced. 

I suggest the following reforms to help safe¬ 
guard the use of the ballot. 

1. Repeal all state laws that allow those who 
have only the First Naturalization paper to 
vote. 

2. Have a more comprehensive educational 
test for all voters (the first time). As a ques- 
tionairre for such a test I suggest the following: 

A Citizen’s Obligations 

Do you realize that citizenship in America 
means a solemn obligation to the principles of 
democracy? 


AMERICANISM 


85 


What is Democracy? 

Do yon understand that this obligation means 
strict adherence to your oath of allegiance to 
the United States? 

Do you comprehend that this means the re¬ 
linquishment of all your political claims in the 
Old World? 

If you are native bom, do you realize that you 
are obliged to uphold the ideals of this country 
irrespective of party interests ? 

Why is a Republic better than a Monarchy? 

What is the purpose of our government? Is 
it to furnish the means of livelihood to the gov¬ 
erned, or to protect individuals in their efforts 
for self achievement and maintain their actions 
within the law and thus safe-guard the inter¬ 
est of the masses ? 

Why is our government like our citizens ? 

Do you see that this obligates you to be inter¬ 
ested in the activities of your government and 
take part in it, learning to know its problems, 
to vote intelligently in order to sustain its in¬ 
terests ? 

What are some of the alleged municipal, state 
and national problems spoken of by our can¬ 
didates ? 


86 


AMERICANISM 


Why must license be checked in a country en¬ 
dowed with the principles of liberty? 

Will you give your undivided support to your 
municipal, state and national government? 

Will you make it one of your solemn duties to 
vote at every election when possible? 

Will you observe the right of religious free¬ 
dom in practice ? 

These questions, which are only suggestive, 
can be modified to suit different conditions and 
geographical locations. 

Five Years Study 

Some day we are going to realize that the 
real test of citizenship comes after the applicant 
has secured his final papers. We shall then 
change our naturalization laws to insure qual¬ 
ity rather than quantity in citizenship. An edu¬ 
cational training ranging over a period of five 
years will give a better preparation for the dis¬ 
charge of one’s obligations as a citizen than the 
present naturalization laws.' Only a conscious¬ 
ness of our moral privileges and obligations, 
born of an understanding of the purpose and the 
spirit of democracy, will insure a body of voters 


AMERICANISM 


87 


devoted to safeguard the mission of America 
with the instruments of peace. 

Such devotion and understanding alone can 
make America ballot proof as well as bullet 
proof. 


COERCIVE AMERICANIZATION 


Wrong Tactics 

We have nothing to force upon our immi¬ 
grants. The immigrants need to assimilate our 
ideals for mutual benefit. We do not have 
to impose on anyone that which he needs; why 
should we then, intimidate our new neighbors 
into becoming Americanized? The man who 
tries to use the same tactics in disposing of a 
diamond, that he would use in passing off trink¬ 
ets, is the man who must first learn the value 
of that gem. 

A Beneficial Change 

Whatever the cause of immigration, the im¬ 
migrants are here to benefit from America, but 
no substantial progress can be realized by them 
unless they adjust themselves to the conditions 
and the demands of our country. If one were 
to go to school to specialize in mathematics, 
could he master the principles of that science by 
studying chemistry? The immigrants who hope 


88 


AMERICANISM 


89 


to progress in America with the Old World 
ideas and standards are in the same position. 
A merely bodily transition from the Old World 
into the New is not going to lead them into the 
land of success. They must change their way of 
thinking, adopting meantime American manners 
and standards. 

Living Americanism 

We do not even have to ask them to become 
Americanized. Merchants, generally, advertise 
bargains. Americanism has not yet fallen into 
the class of goods to he bargained off. We can 
be neighborly with the immigrants and let our 
lives manifest Americanism and its advantages. 
The immigrants will then see its possibilities 
for greater attainments. This is entirely dif¬ 
ferent from saying, “You must become Ameri¬ 
canized, learn oui* language, or get out of the 
country. ’ ’ 

The Power of Being 

Americanism is “giving a square deal,” in 
terms of politics. Mere words do not convey 
altruism from one to another. Americanism is 
being, not pretending. Altruism does not force 


90 


AMERICANISM 


its qualities upon any man. Someone has well 
said: 

4 ‘Thou must be true thyself, 

If thou the truth wouldst teach. 

Thy soul must overflow, if thou 
Another’s heart wouldst reach. 

‘‘ Speak truly and each word of thine 
Shall be a fruitful seed, 

Live truly and thy life shall be 
A great and noble creed.” 

Supercede Coercion 

During one of our Liberty Loan campaigns 
one hundred and twenty-five foreign laborers 
had each purchased a fifty-dollar bond. Every 
man believed that the money was lost, but that 
he had to buy the bond in order to keep his 
job. After a lawyer of their nationality had 
explained to them the purpose of the bonds 
and why we were at war, these same people in¬ 
vested $7,500 more in bonds. Here reason won 
where force would have failed. So reason and 
revelation must supercede coercion in Ameri¬ 
canization. 


AMERICANIZATION AND 
COLONIZATION 


Colonization Beneficial? 

There was a time, not so long ago, when we 
felt that one of the best ways to solve onr im-^ 
migration problem was to encourage our peoples 
to settle on lands in our rural districts. From 
this idea sprang up colonies of Jews, Italians, 
Armenians, Germans, Russians, Bohemians 
and others. Each nationality kept up its Old 
World customs and clung to its own language. 
Unconsciously we were creating a second Aus¬ 
tria-Hungary. That country did not last long 
when only thirteen languages were spoken. How 
long, then, do we expect to last when there are 
fifty-four languages used in the United States 
of America? 

Generations Unchanged 
In some of these colonies, it is said by eye¬ 
witnesses that the second and the third genera¬ 
tions of the people bom here are today living 
in houses built according to the Old World 


91 


92 


AMERICANISM 


model, in which on the one side the animals are 
kept and on the other side the family lives. 
These families know only one language, their 
mother tongue. In the colonies composed of the 
people of the Orient, coffee-houses are in vogue, 
where the male inhabitants gather and idle away 
their time. In visiting these colonies one is re¬ 
minded of the Orient with its peculiar Eastern 
atmosphere, so foreign to America. 

Unassimilated 

These people are living among us, are fed 
upon food raised in this country, are governed 
by our own laws, and yet, because of their iso¬ 
lation, it cannot be said, that they are a vital 
part of America. Their isolation has benefited 
neither themselves nor America, and the respon¬ 
sibility which we have failed to face, has in¬ 
creased our problems tremendously. 

It is said that an ostrich buries her head 
in the sand thinking that she is hiding herself 
from the hunter. In keeping ourselves aloof 
from the immigrants we have played an incon¬ 
sistent ostrich game and, like the bird, we are 
not escaping the consequences of our failure to 


AMERICANISM 


93 


live up to the ideals of democracy and accord to 
those, who have come to us, a genuine neighbor¬ 
ly treatment. 

Pleasurable Task 

People go down into the mine in order to gain 
inches. They face tremendous obstacles and 
even dangers in order to hoard a large sum 
of money, and yet, they ignore the opportunity 
of enriching themselves and others with an 
ideal that imparts spiritual treasures to all. 
They are overlooking the practice of a teaching 
(of Americanism) that brings to men a real 
sense of freedom and assures them a sense of 
independence never known before. No matter 
how ‘‘ detestable ’ ’ an immigrant is or how awk¬ 
wardly he acts it should be a more pleasurable 
“task” to associate with him and impart to him 
fundamental Americanism than recover ma¬ 
terial riches out of the depths of the earth. 

The New Standard 

Think what it would mean to direct men’s 
thoughts toward an ideal that beholds every 
other man as brother and considers their inter¬ 
ests interdependent with his. 


94 


AMERICANISM 


Think what it would mean to humanity to 
have man seek to excell in spiritual rather than 
in the material, as at present. 

Think what it would mean to the world’s 
progress to help develop the individuality of 
men and let their achievements bring greater 
comfort to the masses! 

Think what it would mean to the freedom of 
the future generations to inherit a new standard 
measuring a man’s worth according to his serv¬ 
ices to his fellow men rather than according to 
his bank account as at present! 

These things can hardly be achieved when 
we have isolated the immigrants into colonies 
and allowed them to continue with the ideals 
and ideas that are more or less autocratic. 

These blessings cannot come to pass when we 
continue to live contrary to the ideals of the 
Declaration of Independence. 


AMERICANIZATION AND PATRIOTISM 


Provincialism Reigned 
Most of my college mates came from the rural 
districts. They were extremely provincial and 
raised such petty social barriers that they made 
me wish they had had a chance to tour the 
United States of America and learn something 
of democracy and American ideals. 

i * Why is it that there is so much coldness be¬ 
tween the native and foreign-horn students ?” 
I asked a woman student. “Is it because you 
feel that we have come here and are sharing 
with you the privileges that belong to you?” 

“To tell you the truth,” she said frankly, 
“that is it.” 

Wrong Attitude 

“But,” I said, “you have awakened to that 
fact too late. If that was your feeling, why 
did you allow us to come into the country? We 
are here, whether you like us or not. Some of 
us have already become citizens and are voting. 
Others are contemplating it. Would you like 


95 


96 


AMERICANISM 


us to vote according to our Old World concep¬ 
tion of government, or would you want us to 
vote for the best interests of America ?” 

“Of course we want you to vote for the best 
interests of our country, ’’ she replied. 

How to Learn 

“How are we going to know what those in¬ 
terests are?” I asked. “The government did 
not tell us. It saw to it that we had a superficial 
knowledge of its machinery, but it did not tell 
us what it takes to run that machinery. How 
then are we going to know, if the native-born 
shun us and force us to live an isolated life and 
cling to our Old World ideals? Your associa¬ 
tion with us might reveal to us the American 
ideals in their practical nature. We could then 
learn things peculiar to our adopted country 
and use the suffrage privileges granted to us 
intelligently. Otherwise, however unintention¬ 
ally, we may remain a menace to democracy. 

i 

New Patriotism 

“In the Old World the battlefield is the 
place where one can display one’s patriotism. 
But that patriotic spirit, whether displayed on 


AMERICANISM 


97 


the battlefield or revealed in the secret chambers 
of diplomacy, is selfish, because it always takes 
something away from the opponent without giv¬ 
ing anything in return. Our American patriot¬ 
ism, as I grasp it, is different, because our 
ideals are different. When the Americans have 
succeeded in planting the seed of liberty in 
the minds of our alien population, they have de¬ 
stroyed their belief in autocracy. When they 
have overcome their idea of class domination, 
they have given them the spirit of democracy. 
When all of our ideals have been implanted in 
the minds of these peoples, we have brought 
them under the influence of a new and a better 
consciousness through peaceful and positive pa¬ 
triotism. 91 

“I never thought of patriotism that way, M 
she answered. 


AMERICANIZATION AND AMERICANISM 

According to Americanism 

Just as a problem in numbers must be solved 
according to the principles of mathematics, so 
must we develop a homogeneous consciousness 
in America through the application of funda¬ 
mental Americanism to our state and national 
problems. 

As in harmony with the principle of Ameri¬ 
canism our public schools should have direct 
supervision over all the educational programs 
for the foreign-born. The reasons for this state¬ 
ment follow: 

The Only Medium 

1. It is their job. 

2. It is the only way to avoid duplication of 
work and w T aste of money. 

3. It is the only way to educate the foreign- 
bom to look up to our public schools, patronize 
them and respect the ideal back of them. 

4. Being national institutions, our public 
schools have only one motive and interest; the 

98 


AMERICANISM 


99 


interest of the country at large. Hence they 
will have no ulterior selfish motive for their 
activity. 

5. It can give trained and intelligent service 
to the foreign-bom. 

Ulterior Motive 

The word “ Americanization” carries with it 
the idea of a movement of national importance 
and it concerns the interest of America. Any 
organization using this term gives the foreign- 
bom to understand that its sole concern is to 
promote the political welfare of America by 
helping to solve its assimilation problem. I 
know religious organizations who are in “Am¬ 
ericanization ’ 9 work because it affords an unde¬ 
tected avenue to further a program of proselyt¬ 
ing. 


100 


AMERICANISM 


Proof of This Motive 
Read the following letters: 

Woman’s Chamber of Commerce of St. Louis 
522 Title Guaranty Building 

November 21,1919 

Mrs. J. W. D., 


City. 

My dear Mrs. D.: 

Will you please go to the home of Mrs. Jo- 
boksy, 2916 Sheridan Avenue, next Wednesday 
afternoon, Nov. 26th, at 2 for a class in English? 
Yours truly, 

B. K. Baghdigian. 

Director. 

Answer 

St. Louis, Mo., Nov. 24, 1919. 
To the Woman’s Chamber of Commerce, 

B. K. Baghdigian, 

Dear Sir: 

I am returning the refereilce you sent me and 
will ask you to take my name from the list of 
teachers as I find it impossible to attempt to do 




AMERICANISM 


101 


this work and leiave out the teachings of Christ 
entirely as you wi’sh done. 

Sincerely, 

Mrs. J. W. D. 

(Address) 

By Their Works 

The following advertisement appeared in a religious publica¬ 
tion: 

‘ 1 Christianization of the immigrants is necessary to 
Americanization. 

‘ 1 Itinerant Evangelism is the method used most effec¬ 
tively in GIVING THE GOSPEL MESSAGE TO FOR¬ 
EIGN-BORN CITIZENS. 

“THIRTY MISSIONARY COLPORTEURS reading 
and speaking the languages of nearly all the European 
peoples are doing personal work in their homes, besides 
conducting missions, organizing Sunday-schools and classes 
for Bible study, distributing Bibles and other Christian 
literature. 

“Rally Day offerings are used to support this special 
work. 

“EVERY SUNDAY-SCHOOL should have a share in it. 

“For further particulars write to The Missionary De¬ 
partment, Board of Publication and Sabbath-School work, 
Witherspoon Buildings, Philadelphia, Pa.” 

My Conviction 

I am as averse to teaching denominationalism 
through any Americanization program as I am 
teaching it in our public schools and in my Am- 



102 


AMERICANISM 


ericanization work I emphasized the fact that 
we should function with the same principle that 
governed our public schools. In fact, I made 
it plain that under no circumstances would I 
tolerate religious teachings under the guise of 
Americanization. On the other hand, everyone 
of our volunteer teachers were told that there 
would be no bar to the teaching and practice of 
honesty, kindness, thoughtfulness, tolerance, 
justice, friendliness, fair play and all the vir¬ 
tues of life. 

Important Considerations 

The wounds of religious intolerance were 
fresh in my memory. I also knew the price 
paid by the members of the American Colonies 
when they differed in religious belief from the 
masses. I had also realized the reason why 
the separation of the church from the state be¬ 
came one of the cardinal points of the first ten 
amendments to the Constitution of the United 
States. 

In addition to the foregoing I had the follow¬ 
ing in mind when I insisted that religious propa¬ 
ganda must not be carried on under the guise 


AMERICANISM 


103 


of Americanization as long as I was connected 
with the organization: 

1. In teaching religion, what denomination- 
alism was to be considered worthy of knowl¬ 
edge ? 

2 How were we to bar other denominational 
teachings ? What was to be the standard of ac¬ 
ceptance and rejection? 

3. Was America suffering from a lack of de^- 
nominational knowledge or from a lack of under¬ 
standing of democracy? 

4. Who was to determine that the immi¬ 
grants ’ belief in Deity was faulty and who was 
to prove that the belief of the native-born was 
above question? How was this to be demon¬ 
strated? 

5. Were not religious teachings under the 
guise of Americanization a violation of faith 
and trust when the nature of the work had 
given the immigrants to understand that our 
mission was a political one ? 

6. Were not religious teachings a gross vio¬ 
lation of promise, and hence the violation of 
“Thou shalt not lie,” when we had assured 
rabbi and priest that no religion was to be 


104 


AMERICANISM 


taught to their own people by anyone connected 
with our organization ? 

7. How were we to overcome the conse¬ 
quences of this breach of promise and confi¬ 
dence ? 

8. How were we to prevent America from 
suffering from the revelation of betrayed trust? 

9. What method were we to use to check 
rivalry among different religious beliefs? 

10. Was not the very nature of the method 
contrary to the teachings of Jesus ? 

11. Was the consequence worth the venture, 
etc.? 

Sadly Disappointed 

At the close of an address on Americanization 
which I once delivered before a woman’s religi¬ 
ous organization, a woman came to me and 
took me to task because I had not said some¬ 
thing about Jesus. 

“I did not come here to preach,’’ I said. 
Rather indignantly she insisted that I ought to 
have spoken of Him. She was sadly disappoint¬ 
ed in my speech because of my omission. 

‘ 4 Madam,” I said, “If you cannot see Chris¬ 
tianity through its attributes, about which I 


AMERICANISM 


105 


have spoken here, you will have no way to know 
Jesus should he stand before you.” 

Suspicion a Barrier 

In starting classes in English I once went to 
ask the cooperation of a Greek. The first ques¬ 
tion he asked was, “What Church?” 

“I am not working for any church,” I an¬ 
swered. ‘ i Our work is carried on the same way 
as our public schools. We have nothing to do 
with religion,’ ’I assured him. 

“Say,” he insisted, “I know better. What 
church? How much are you getting out of it? 
You go and tell those D.we were Chris¬ 

tians long before they ever thought of being.” 

It was impossible to convince him that the 
organization I was connected with had not the 
ulterior motive of proselyting. Consequently 
I failed to secure his co-operation and that of 
other influential Greeks. 

Requested to Withdraw 

A certain denomination in St. Louis was hav¬ 
ing a meeting of its churches in the city. I 
think forty-five volunteers were promised us 
by these churches. Two leading members of a 



106 


AMERICANISM 


woman’s federated religious organization heard 
about it, attended the meeting and informed the 
good church people that we were not allowing 
religion to be taught in our classes, etc. They 
recommended that the volunteers he given to the 
Y. M. C. A. and to the Y. W. C. A. The result 
was we never received volunteers from, this 
body. A member of this denomination told 
me what had happened and gave me the names 
of the two women. 

Another Example 

At one time I was teaching English to a class 
of thirty-three Poles and two Russians in New 
Market, N. H., under the auspices of the Rock¬ 
ingham County Y. M. C. A. One day the sec¬ 
retary said to me: 

“Baghdigian, I shall never be satisfied with 
our work until I have carried to these foreigners 
the message of a personal Saviour.’’ 

I insisted that there was nothing that could 
justify his mode of approaching these people 
under the pretext of teaching English but with 
the ulterior motive of proselyting. He under¬ 
stood plainly, when I got through, that I could 
not be used to further any dogmatic ideas. 


AMERICANISM 


107 


Belief’s Failure 

I deny that the mere belief of “ Jesus Christ 
as Lord and Saviour” has prevented Christian 
nations cutting each other’s throat for selfish 
gain. 

And, thanks to Woodrow Wilson, I aver that 
an understanding of democracy and its pur¬ 
pose mustered enemy nations under the Ameri¬ 
can flag to fight for human liberty. 

What the world needs then is not a continu¬ 
ous abstract belief in a Diety afar off, but a 
practical knowledge of Liberty, Fraternity and 
Democracy, the attributes of God. For 1900 
years we have had Christianity preached and 
for 1900 years the majority of Christians have 
followed their human inclinations and waited to 
realize the Kingdom of Heaven through some 
supernatural ways, instead of bringing it to 
pass through the application of the attributes 
of God (justice, kindness, tolerance, forebear- 
ance, orderliness, unselfishness, etc.) to the 
problems of life. 

Missionary Rejected 

When I was engaged in the field of American- 


108 


AMERICANISM 


ization, one day I met a Syrian and talked to 
him about starting a class in English. 

“What religion V 9 was the first question he 
asked before I had finished my sentence. 

“I have no connection with any religious or¬ 
ganization, ’’ I assured him. “We are interested 
in helping your people to learn our language. 
If you desire, well send you teachers of your 
own belief.” 

“That’s all right,” he said, and continued, 
“You know we are sick and tired of these misr 
sionary peoples. They come in every day. 
Only yesterday I threw one of these women out 
of my home and told her never to come again. 
I was born a Catholic. My father was a Catho¬ 
lic. If he went to hell, I want to go there, too. 
I want to be left alone . 9 7 

Protect ‘ 4 Americanization 9 7 

Of course nothing, except their own consci¬ 
ences, could stop the sinister activities of these 
religious workers under the guise of American¬ 
ization, but it seems to me that they should be 
forbidden the use of the word Americanization, 
just as we are forbidding the condensed milk 
people to use the picture of our flag for label. 


AMERICANISM 


109 


State and the Church 

In the so-called Americanization activities of 
these religious organizations, there is another 
danger to America. The danger lies in that 
such organizations, in conveying to the foreign- 
horn that they were functioning the duties of 
the state, tend to bring religion and the state 
closer together and thus violate the first amend¬ 
ments to the Constitution of the United States, 
which once and for all time, separated the 
church from the state and thus insured freedom 
of conscience to the world. 

Violation of Americanism 
Is it not strange that those who are supposed 
to uphold the interest of America are the ones 
who commit the first offense against her? The 
International Institute of the Y. W. C. A., of 
which I have spoken in my chapter on Ameri¬ 
canization Studies, connected itself with a state 
university in order to give the “Americaniza¬ 
tion course” outlined in that chapter. At the 
time this connection was made, that organiza¬ 
tion still strictly held to its former rules, which 
left no doubt in the minds of any that the Y. W. 


110 


AMERICANISM 


C. A. was organized to promote the teachings of 
the evangelical churches. Therefore the organ¬ 
ization was strictly a “denomination” proposi¬ 
tion. And yet that religious organization con¬ 
nected with this state institution strove to frus¬ 
trate the first amendment to the Constitution of 
the United States, in order to promote Ameri¬ 
canization ! 

Another Danger 

Still another danger to America as the result 
of the work of these religious organizations is 
that their “Americanization” activities empha¬ 
size in the minds of the foreign-born the neces¬ 
sity of the church as a part of the state and the 
state as part of the church. 

Most foreign-born, whom we wish to assimi¬ 
late, are devoted adherents of their national 
churches, such as the Armenian National 
church, the Greek and Russian National 
churches, the Roman Catholic church, the Greek 
Catholic church and other 'non-Protestant re¬ 
ligions. 

Creation of Necessity 

Consider the case of the Armenians. Loyal¬ 
ty to their church is not merely religious, but 


AMERICANISM 


111 


it is an expression of strong national senti¬ 
ment . . . “Driven from one master to an¬ 

other, seldom knowing political independence 
and nnity, they have sought unity in their 
church, and rightly so. ’ ’ On the other hand, an 
entirely different condition in America has 
made the separation of the church and the state 
necessary. But the Armenian who learns the 
A. B. C. of Americanism, is not informed con¬ 
cerning its various aspects, and needs to have 
Americanism demonstrated to him. What is 
true of the Armenians is true of the other na¬ 
tionalities to whom the church is an insepar¬ 
able part of the state. 

A Greater Evil 

Would it be a gross error, then, to assume 
that the work of the religious organizations 
tends to emphasize in the minds of the immi¬ 
grants that in America, as in the Old Country, 
the union of the church and the state is desir¬ 
able? This point, consciously or unconscious¬ 
ly impressed upon their minds, the new citizens 
would be likely to support the church against 
the state, should there be an issue to be decided 


112 


AMERICANISM 


at the polls between the two institutions. Here 
you have a greater evil superseding a lesser 
one; for an alien without the ballot is not cap¬ 
able of as much mischief as an un-Americanized 
citizen. 

Converts or Americans 
The possibilities of America are unlimited. 
Only Americanization through Americanism can 
unfold these possibilities and place America be¬ 
fore the world as the paragon of worth-while 
things, otherwise what would it profit America 
to gain hundreds of millions of citizens at the 
expense of Americanism? 



THE FOREIGN LANGUAGE PRESS AND 
AMERICANIZATION 

Many Language Papers 
Not including the German papers, there are 
in America more than twelve hundred periodic¬ 
als published in various foreign languages. 
These are read by almost nine millions of for¬ 
eign-born people. In our present situation, these 
papers have a certain value. They have also 
their limitations. If their purpose is malicious, 
they are dangerous; but if they are intelligently 
edited, they can be made to stimulate a desire 
in the readers to become Americanized. The 
danger lies not in the fact that they are printed 
in foreign languages, but in that their teachings 
may be antagonistic to the ideals we are seeking 
to promulgate. 

Do Unto Others 

Recently a Federal judge, in granting natur¬ 
alization, reprimanded the applicant for read¬ 
ing foreign-language papers. In an emphatic 
manner, he told the new citizen not to read any 


113 


114 


AMERICANISM 


papers but American. I wonder bow we should 
feel if similar actions were taken against our 
papers in other countries? Would we tolerate 
it if our citizens in foreign countries were com¬ 
manded to read native papers only? 

The contents of the foreign-language papers 
are of direct interest to the immigrants. They 
give home news, tell about friends and about 
things that are closely connected with their 
family life, ambitions and aspirations. In short, 
each paper strives to satisfy the inmost desire 
of its readers. 

Natural Attraction 

It is obvious that the contents of our papers, 
as a whole, are not of special interest to the im¬ 
migrants. This is because these strangers have 
not yet become a part of us. The general read¬ 
ing matter which is found on the pages of our 
papers, does not appeal even to those who can 
read our language. They have 4 4 gone through 
the mill, ’ ’ and the inevitable result is that, being 
rather serious minded, they enjoy only serious 
reading. Until the immigrant is Americanized, 
American papers have no magnetic attraction 


AMERICANISM 


115 


for him. If we want the foreign-horn to read 
our own papers, we must attract them to our 
journals and not force them. 

The foreign press naturally is to the immi¬ 
grants what the North Pole is to the magnet. 
The newcomers in their bewilderment turn to 
these papers for counsel and guidance. They 
are to the immigrants the connecting link be¬ 
tween them and America, between the ideals of 
this country and their own aspirations, be¬ 
tween the Old World sufferings that they have 
endured and the promises of the New. 

A Change Necessary 

Judging by the contents of the average Am¬ 
erican paper, I am forced to conclude that our 
papers do not seem to be conscious of their 
opportunities and responsibilities; otherwise 
they would emphasize the constructive news, 
rather than the destructive gossip. When our 
papers do become conscious of their power to 
mould real public opinion, two things will hap¬ 
pen : first, they will improve their contents; sec¬ 
ond, they will help to inspire an admiration for 
us in the minds of our immigrant population by 


116 


AMERICANISM 


portraying the good and useful activities of the 
American people at large, rather than herald¬ 
ing the evils indulged in by a few. 

Unsuspected Danger 

I am inclined to believe that some of the pa¬ 
pers published in the English language are more 
dangerous than the foreign press. These pa¬ 
pers reach a class of readers who are voters. 
A malicious person, with the right to vote, is 
more dangerous to America than the ignorant 
and unnaturalized immigrant. This does not, 
of course, excuse the fault of the one for the 
shortcomings of the other. 

Americanism 
Muveltseg es demokratia 
Irta Bagdasar K. Baghdigian 

Demokratianak nines letajogo sultsaga ott, 
ahol a tudatlansag uralkodik mert a tudatlansag 
iker testvere az autokracianak, mig a demo- 
krata a tudassal, mu veltseggel all legkozelebbi 
rokonsagban. 

Egy igazi demokratikus orszag ban, ahol a 
nep hataroz, hogy ki es hogyan karmanyozza az 


AMERICANISM 


117 


arszagot, ott rendesen a muveltseg magas nivon 
all. Amerikaban, mint, elismert demokratikus 
orszagban minden alkalom meg van adva a nep 
muvelodesert, s minden amerikai polgamak 
erkolcsi kotelessege, hogy azon legyen, bogy 
ezen muvelodesi alkalmak igenybe vetessenek. 

Egy mnvelt egyen egy aol apolt faboz hason- 
litbato, mely fat a leg nagyobb szelvesz is csak 
meginga de meg nem dontbet; ez az arszag 
melyben mi elunk a mnveltseg es demokratia 
egyutti apolasaval, szinten meg nem dontheto. 

Fonto tebat, bogy gyermekeink rendesen 
latogassak az iskolakat es azon idegen ajku 
egyenek kik az angol nyelve nem birjak, azt 
elsajatitsak s igy a mnlvelodes tovabbi 
terjesztesevel a demokraciat biztositsak. 

An article by Bagbdigian copied from “St. 
Louis Es Vdeke” by another Hungarian paper. 

Natural Medium 

Tbe papers published in foreign languages, 
closely supervised, can be made part of tbe 
constructive program of Americanization. Care¬ 
fully edited articles can be printed in all of 
them tending to stimulate a. desire on tbe part 


118 


AMERICANISM 


of the immigrants to become Americanized. 
When we have pictured in these articles the ad¬ 
vantages of America, what immigrants have al¬ 
ready accomplished, what is awaiting others, 
and how they may avail themselves of the privi¬ 
leges of our land, the present non-English speak¬ 
ing peoples will wish they too shared the privi¬ 
leges of this country. The wish is father to the 
deed. When we have won them to this extent, 
they will desire to learn the English language. 

Method of Elimination 
The foreign press has its place at present. It 
can be eliminated only with the immigrant’s in¬ 
creased knowledge of the English language. At 
one time I regularly read five foreign weeklies. 
I could not easily have been forced to do other¬ 
wise. As my knowledge of English has increas¬ 
ed, I have naturally turned to the American 
press. 

Advertises America 

The foreign-language press has another side. 
It is a commercial asset to the country. It em¬ 
ploys hundreds of people. Having a world-wide 
circulation, it advertises America, her commerce 


AMERICANISM 


119 


and industry. If carefully supervised it can 
be made a medium through which to promote 
ideals of America throughout the whole world. 


THE FULL DINNER-PAIL AND 
AMERICANIZATION 


Economic Solution 

Sometimes it is said that the immigrants re¬ 
sent being Americanized. ‘ 4 Give us full dinner 
pails and we will become Americanized, ’ ’ is a 
retort with which we are familiar. 

This means that before these immigrants con¬ 
sent to Americanization, they want to have their 
economic problems solved. Primarily the 
Americanization program of the nation is not 
meant to solve the economic problems of our 
immigrants, although it does this indirectly, 
since Americanization helps to acquaint the im¬ 
migrants with the advantages, opportunities 
and possibilities of America. 

Knowledge and Gain 

Immigrants have come to America for the 
good things of America. In order to secure the 
things for which they emigrated, they ought to 
learn the language of America which would en- 


120 


AMEBICANISM 


121 


able them to find the road to success. There 
is no other way. 

A man starts to work in a bank. He begins 
with the low pay offered by the institution. He 
cannot demand the pay of a clerk, or of a teller. 
His present knowledge of business does not 
warrant a higher remuneration. As he gradual¬ 
ly learns the business, he is advanced:, his ad¬ 
vance being proportionate to his knowledge of 
the business. Had the man demanded a bigger 
salary than his ability merited, he would not 
have been employed. 

< English the Key 

The immigrant wage-earners want a ‘Hull 
dinner-pail. ’’ What do they themselves do to 
deserve natural and gradual increase of income ? 
How can they do anything to win success if ig¬ 
norant of the language of this country which 
offers the key to success? How can they take 
advantage of the opportunities and the privi¬ 
leges of America when they have not acquired 
the means of discovering them? How can they 
develop their possibilities and use them effec¬ 
tively when they are in a country whose lan¬ 
guage is unknown to them? 


122 


AMERICANISM 


Knowledge of Law 

When a child starts to learn arithmetic, he 
must first learn the simple processes. By and 
by he will be able to acquire a knowl¬ 
edge of the complex ones. When one goes to 
work in an establishment he must learn its rules 
and regulations. The immigrants have come to 
America, either to sojourn or to remain here, 
therefore they ought to know the laws by which 
they are governed in this country. This knowl¬ 
edge would be to their advantage and ours. But, 
how can they know our laws unless we provide 
facilities and means for learning our language? 

Wrongs Not Inherent 

Americanization is very far from nationaliza¬ 
tion, in the sense of Prussianism. Americaniza¬ 
tion means adding to the inherent traits of the 
immigrants the fundamental principles of de¬ 
mocracy, and the awakening in them of a new 
sense of fatherland and human relationship. 
Americanization makes the peoples of these 
United States stand united in idealism and cus¬ 
tom. The ideals of America, meant to be the 
best of the world’s ideals, insure the working 


AMERICANISM 


123 


out of the problems of life for the good of the 
majority. They are a curse to the selfish and 
the sinister and a blessing to the generous and 
loyal. This does not mean that everything is 
perfect in America. Things are perfect in Am¬ 
erica in proportion to the perfection of its in¬ 
dividual citizens. The voters are responsible 
for the existing wrongs in America—wrongs 
not inherent in the American conception of de¬ 
mocracy. 

Immigrant’s Help Needed 
Those immigrants who feel that there is a 
great deal of unfairness here and that the ef¬ 
fect of it is that they are not getting a ‘ 4 full 
dinner-pail, ’ ’ should make an effort to become 
a part of America. They should exercise their 
moral and spiritual powers in helping us to solve 
the problems of our democracy. The Govern¬ 
ment of the United States, if loyally obeyed, 
affords to all the economic and social advan¬ 
tages worthy of desire, and inspires in its ad¬ 
herents, a higher conception of life. Without 
this evolving higher conception no economic ad¬ 
vantage is permanent. 


124 


AMERICANISM 


Just as the increase in the pay of the bank 
clerk came to him as the result of his knowledge 
of banking institutions, so a “full dinner-pair ’ 
will be the result of a knowledge of the English 
language, of America’s opportunities and of 
American ideals. 


THE FOREIGN-BORN AND 
AMERICANIZATION 


Natural Connecting Link 

The Americanized foreign-bom are the natur¬ 
al connecting link between the immigrants and 
America. The reason for this is a simple one: 

1. They understand the point of view of the 
immigrants, their struggles, aims and ambitions. 

2. They know the heritage of the foreign- 
born. 

3. They know America, its promises and 
possibilities. 

4. They appreciate the problems of their 
alien brothers and can sympathize readily with 
their difficulties. 

5. They are better able to interpret America 
to the foreign-bom in terms that are intelligible 
to the immigrants. 

6. Having lived somewhat under autocrat¬ 
ic rules the Americanized foreign-born know the 
contrast between despotism and democracy and 
can readily point out vast advantages to a law 


125 


126 


AMERICANISM 


abiding citizen offered by the Republic of the 
United States of America. 

7. Having experienced the foregoing con¬ 
trast they understand what it means to be free. 

Without Privileges 

In the Old World freedom was the possession 
of the dominant classes. The mass enjoyed no 
privileges. It merely toiled for the ease and 
comfort of its masters. There the will of him 
who was born of the chosen class dictated the 
conduct of the masses who obeyed its command 
like puppets. Again, there the mass was not 
supposed to think, and learning was considered 
dangerous to the welfare of the toiler, and un¬ 
necessary for his comforts. 

Dawn For the Toiler 

On the other hand, in America the dynamic 
words of the Declaration of Independence had 
made man his brother’s keeper, for through a 
personal consideration of one another’s inter¬ 
ests alone, America could prove that all “men 
are created equal. ’ ’ Thus the Anglo-Saxon civ¬ 
ilization ushered in a new era full of possibilities 
for those who had had no privileges. This 


AMERICANISM 


127 


new day brought greater responsibilities, all of 
which was to prove man’s capacity to accom¬ 
plish greater things. While in the Old World 
it was fate that had decreed masses to toil in 
obedience, in America the spirit of the new day 
instilled in men determination never to stop 
trying greater things until prefection is at¬ 
tained. Thus the handicap of birth, like slav¬ 
ery, became obsolete. 

Thus the American citizen realized his privi¬ 
lege to change the laws of the land to promote 
his spiritual growth and perpetuate his physical 
comforts. 

Fitting Questions 

What then is the message of America to 
the foreign-bom, when German and French, 
English and Irish, Armenian and Turk toil 
side by side without any political or econ¬ 
omic conflict; when each may avail him¬ 
self of the best the country offers without 
any detrimental effect to the country or 
to one another; when each may progress and 
prosper, as a worthy tribute to the fundamental 
principles upon which this country is founded? 
Does the citizen desire social or political advan- 


128 


AMERICANISM 


tages, lie need not plot against another. All he 
needs is to develop the best in him in order to 
occupy fittingly the place offered him as a re¬ 
ward of service. 

Greater Obligations 

The foregoing points devolve upon the 
Americanized foreign-born untold moral obli¬ 
gations toward the Anglo-Saxon civilization 
that has made America a possible home for the 
persecuted. 

The first responsibility of the Americanized 
foreign-born is to help preserve that civiliza¬ 
tion. Then add to it, out of his own culture, 
such knowledge and refinement that are in har¬ 
mony with the ideals of this country. 

The Americanized foreign-born condemns the 
perfidy of the Germanamerican Citizens League 
which has declared as one of its prime objects 
the 4 ‘preservation of the German language and 
Kulture ’ ’ in America. 

The real American canhot sympathize with 
any movement that threatens to make this land 
a rendezvous of alien agitators who pervert its 
freedom to further their alien purpose, which 


AMERICANISM 


129 


naturally tend to duplicate Old World condi¬ 
tions in the New. 

Signs of Loyalty 

Greatest loyalty a foreign-bom can show to 
America should be found in his conscious efforts 
to learn to understand in order to help preserve 
the wonderfu] idealism and laws that have made 
possible the assemblage of the hosts of the 
world under the Stars and Stripes. The adults 
have much to overcome before they can assimi¬ 
late this new conviction of a government whose 
sole purposes and duty it is to function the will 
of the majority, to safeguard the rights of the 
minority and at the same time make individual 
development and unfoldment possible. 

No Handicaps 

The children of the foreign-bom do not have 
the handicaps of their parents. They are ready 
to learn and assimilate that which their par¬ 
ents would accord them. Why not then turn 
them over to the public schools to be reared in 
the spirit of the institutions that typify Ameri¬ 
canism? Why not send them where all children 
assemble as Americans instead as the children 


130 


AMERICANISM 


of a foreign country in a school erected to edu¬ 
cate them in the ideas and ideals of that na¬ 
tionality? What kind of a loyalty can induce a 
man, blessed of America, to rear aliens under 
alien influences and purposes when he has the 
opportunity to instill the spirit of democracy 
in children horn in America or who have come 
here before they could he influenced by narrow 
nationalistic teachings? 

Loyal Parents 

Loyal parents should rear their children as 
Americans. If we had been an Old Nation and 
had Americanism been grounded deep in all 
of us, it would not have mattered where our 
children were educated. Since we are a new 
people, lisping in the A. B. C. of Americanism, 
it becomes necessary to eliminate all possible 
influences that might tend to perpetuate alien 
feelings and emotions in us and our children. 
The place to start the elimination of such ten¬ 
dencies is to send our children to the public 
schools where they come in contact with other 
children as Americans. 


AMERICANISM 


131 


Language Loyalty 

A knowledge of English is not an index to the 
loyalty of a man to America and yet, because the 
language of this country is English, we must 
learn it, preserve and perpetuate it. Other rea¬ 
sons why the foreign-born should acquire a 
knowledge of English follow: 

1. A knowledge of English will, in a meas- 
sure, prevent them from being exploited. 

2. In a democracy a common language must 
bind all its people together. 

3. The independence of immigrants begins 
and grows in proportion to their knowledge of 
English. 

4. It is impossible for immigrants to feel at 
home when they are ignorant of our ideals and 
aspirations. 

Democratic Responsibility 

5. The aliens cannot shoulder their share of 
the responsibilities of democracy in America 
until they have learned to speak our language. 

6. A unified standard of social and moral 
life cannot be made secure in America when 


132 


AMERICANISM 


fifty-four languages are used to express many 
foreign ideas. 

7. A nation can be united effectively only in 
one language, which becomes a common medium 
of understanding for all. 

8. It is impossible to learn fifty-four lan¬ 
guages and understand the aims and the ideals 
of all, the peoples, but we can understand the 
desires of all through the English language. 

9. Accidents in the factories, and at street 
and railroad crossings can be reduced only when 
the immigrants learn to read the “danger 
signs .’ 1 

10. The immigrant’s knowledge of English 
will not only help him and his family, but his 
community, his city, his state and his adopted 
country. 

11. Our country is one hundred per cent se¬ 
cure only when one hundred percent of us learn 
to live up to the ideals it represents. 

12. The different nationalities of America can 
stand on common ground only when they have 
a knowledge of English, and they can thus unite 
in keeping this land a haven for the persecuted. 

13. Teaching English to foreigners will mean 


AMERICANISM 


133 


a considerable increase in the number of intelli¬ 
gent voters. 

English Indispensable 

These facts lead us to the conclusion that the 
teaching of English to immigrants is indispens¬ 
able to their welfare and necessary for the safe¬ 
ty of our democracy. No one refuses a better 
job. Why then should immigrants refuse to 
learn the language of the country which helps 
them to get better jobs? A carpenter without 
his tools is as helpless as one is without the 
English language. English is the road to better 
opportunities to success, to better neighborli¬ 
ness, to better citizenship, to better standards of 
living, to obedience to the city ordinances, and 
to better and happier days. 

No one claims that American civilization is 
the pinnacle of human achievements. But it is 
easy for an Americanized foreign-bom to assert 
that it is the right road to greater attainments. 
Hence the obligation of the new citizen to help 
make further progress possible through loyalty 
and active service in the cause of democracy. 
The echo of such work will be the doing away 


134 


AMERICANISM 


in the Old World of the conflict between various 
races and peoples, which has been done away 
with in America. 






THE IMMIGRANT’S HOME 


Questions 

It was James Russell Lowell who said: 
“New occasions teach new duties, 

Time makes ancient good uncouth . 9 9 

Has America made some of the Old World 
home observances obsolete? What then is the 
model home after which the immigrants may 
pattern theirs? How is this model home to he 
presented to the immigrants ? Can the new im¬ 
migrants teach us anything? 

Ancient Good 

The home life in the Old Country is 
adapted to meet social conditions produced 
by local need. In fact, their social life 
is a reflection of the home life. The home 
life in America is adjusted to meet condi¬ 
tions characteristic to this country. The immi¬ 
grant faces a new social condition in America 
and with it become obsolete some of his home 
customs. In order to preserve the traditional 


135 


136 


AMEKICANISM 


meaning of his home life, he should acquire a 
knowledge of the American home and adopt 
the customs that will enable him to meet new T 
social demands. 

A Common Practice 

Most immigrant parents will not welcome the 
men friends of their daughters into the family 
circle and give them the freedom of the house. 
The young immigrant girl has been watching 
studiously the degree of freedom enjoyed by 
American women in their social life and when 
Old World custom places a limit upon her so¬ 
cial life she becomes dissatisfied and often re¬ 
bels against it. She then seeks freedom in places 
of public amusement, where this thoughtless and 
untaught girl becomes a ready prey to evil 
influences. She is assisted in her fall by the 
fact that she is ignorant of the moral standard 
of those with whom she is thrown for social in¬ 
tercourse. , 

Examples 

I knew a young man of one nationality who 
wished to call on a girl of another nationality. 
Due to an Old World custom the young man 


AMERICANISM 


137 


was not welcomed in the home of the girl. They 
met away from home . . . One day the par¬ 

ents discovered that their daughter was facing 
the responsibilities of motherhood. The daugh¬ 
ter had brought on their home “irreparable 
shame” and they could no longer accept her 
in their home. She was ordered out of the 
house. The last I heard of her she was trying, 
as frail as she was, to earn a livelihood for her¬ 
self and her baby by doing washing. The man 
deserted her. 


What is the Model 

This one instance, out of many, invites the 
intelligent attention of America to help safe>- 
guard the virtues of immigrant girls and save 
their parents from bitter humiliation and shame. 
But what is the model home and how is the 
immigrant to find it? Is this model home go¬ 
ing to be the Italian? The Armenian? The 
German? The Irish? The Jewish? The Slav? 
The poor White? The negro? Or the home of 
any one of the other nationalities with whom he 
comes in contact in America long before he ever 
catches a glimpse of a real American home? 


138 


AMERICANISM 


Aversion to Immigrants 
The aversion of the average native-born to¬ 
ward the immigrants has made it doubly hard 
for the foreign-bom to receive sympathetic co¬ 
operation in his adjustment to the conditions of 
the new country. This antipathy was so strong 
that as soon as an immigrant moved into the 
section of a city inhabited by native-born the 
latter moved out. Even the Bunker Hill Monu¬ 
ment in Charlestown, Massachusetts, which stood 
in a settlement exclusively native-born, is now 
surrounded almost entirely by foreign-bom. I 
do not mean to say that the foreign-born are 
not worthy to inherit the Bunker Hill tradition. 
I do mean that the reason which caused these 
Americans to change their place of residence 
was an irony upon our claims of democracy, be¬ 
cause it was class distinction — the opposite of 
democracy — which created the aversion toward 
the foreign-bom and left them to work out their 
problems in America as best they could, even 
with the Old World means. The Old World 
means have created foreign products and our 
country is suffering the consequences. 


AMERICANISM 


13U 


The Model Home 

The idea of the American home brings several 
distinct points to mind: 

1. Woman’s elevated position in the home. 

2. Fifty-fifty responsibilities. 

3. Allowances. 

4. Home comforts and sanitation. 

Introducing the Immigrants 

If the foregoing and more, too, are the cardin¬ 
al points of the American home, why not intro¬ 
duce them to the foreign-bom? How? By ac¬ 
tually inviting them to your home and letting 
them see your idea of a home. This home re¬ 
adjustment must come through emulation rather 
than instruction, if we do not wish to antagon¬ 
ize them. Just as a fashion attracts people, and 
by its novelty leads them to adopt it, so must the 
immigrants be given an opportunity to see Am¬ 
erican home life at its best, if we would have 
them accept it. 

Hurtful Prejudice 

Much prejudice is afloat concerning the im¬ 
migrants home. No one can affirm that all the 


140 


AMEBICANISM 


points mentioned above are observed in every 
American borne and so why should we seek 
perfection in the home of the foreign-born? 
Most foreign-born are thrifty, self-respecting, 
industrious, hospitable and neighborly. Ameri¬ 
cans who have come in actual contact with them 
have been much surprised at the discoveries 
they have made. They regretted that hurtful 
prejudice had kept them away from the foreign- 
born. 

Not So Bad 

“The.people we came in contact with 

were splendid and very enthusiastic, ’ ’ wrote 
one of the volunteer teachers who organized 
classes for me when I was doing Americaniza¬ 
tion work. “One wishes one had nothing else 
to do but just enter into this work heartily, 
but unfortunately most of us have to be tied up 
with others things. I wish I could go every day 
and talk to these people. 

“One place, where we Visited, we found a 
fine little woman, wonderfully bright, very 
sweet and lovely. Her home and her children 
were immaculate. We admired her wonderful 
crochet work. She then showed us many beau- 



AMERICANISM 


141 


tiful things she had made. I told her we Ameri¬ 
cans would teach her English and she could 
teach us how to keep a kitchen and a home spot¬ 
less. ’ ’ 

Is This Fair 

No one nation or one people has a monopoly 
on the beautiful, the good and the true. Each 
has something worthy of adoption by the oth¬ 
ers. It is this difference, this variety, that adds 
the “spice” to life. The American home must 
embody the fundamental ideals of liberty, de¬ 
mocracy and fraternity. The native-born must 
concern themselves in safeguarding the honors 
of the new comers and thus help augment their 
love for America and their faith in the ideals 
of our land. Our “let alone” policy has not 
safeguarded the immigrants from evil influ¬ 
ences, which have forced some to conclude that 
they have fallen “on evil times” and has shat¬ 
tered their dreams of liberty with honor. 

As a debt to civilization is it not fair to ask 
that the native-born take an active interest in 
the homes of the foreign-born? 


CLASSIFYING THE NEW AMERICANS 


A Strange Feeling 

There is a strange feeling in the air. It is in 
evidence everywhere. Yon feel it creeping into 
your thinking processes. You see it evinced by 
your neighbors to the right and to the left. It 
is sometimes compelling, sometimes repelling 
and often dominating. If you listen to its sub¬ 
tle plea it will enslave you back to the Old 
World impulses, eventually to autocratic ten¬ 
dencies. If you are faithful to your convic¬ 
tions of modernism, it will vanish from you 
like the dew before the sunshine. 

Voiced Everywhere 

This same strange feeling persists in most 
subtle ways and you hear it voiced by the man 
in the street, by the preacher from the pulpit, 
by the officer in his official capacity, by the 
lecturer from his rostrum, by the employer 
from his position and by the employee in his 
humble circle. By reason of the persistence of 


142 


AMERICANISM 


143 


this feeling the immigrants continue to remain 
in the eyes of the native-born as “foreigners” 
and the Americans are continually held as “dif¬ 
ferent” by the foreign-horn. Of course there 
are exceptions to this, but in a large majority 
of cases this is true. 

In a recent referendum about the immigra¬ 
tion situation this question was asked of a na¬ 
tive-born: 

Right Feeling? 

“Would you accord the same privilege to the 
foreign-bom you yourself would wish accorded 
to you by another government?” 

Iiis answer was, “Oh, we are better than 
they are,” meaning of course that the Ameri¬ 
cans are better than the immigrants and hence 
more worthy of enjoying privileges. 

As a result of such feeling, no matter how 
much the immigrant desires to be considered a 
part of this country, he continues to remain an 
inseparable part of the Old World. As long as 
this strange feeling persists it is impossible to 
inculcate unity among the different peoples of 
the United States. 


144 


AMERICANISM 


Another Classification 

Let me illustrate the foregoing. During the 
World War after having been rejected by the 
physical examiner for military service, I ap¬ 
plied to the Y. M. C. A. for war work any¬ 
where, even to Siberia, as long as I was given 
the opportunity to serve democracy. I had 
been educated here and at that time had been a 
naturalized citizen for seven years. I was not 
asked to fill out an application, but was told I 
would be notified in a few days what they had 
to offer me. 

Two days later I received a letter from the St. 
Louis headquarters of the Y. M. C. A. with the 
following sentence in it: 44 At this time we do 
not have the opening where we could place one 
of your nationality to good advantage for 
either you or us.’ 7 

When Americans ? 

How did they know there was no 44 place ’ 7 
where I could serve to good 4 4 advantage ’ * when 
they had no information about me to form the 
basis of judgment as to my competency? Of 
what use was my citizenship, when even in such 


AMERICANISM 


145 


a crucial hour I was considered incapable of 
serving America, because of my ‘ ‘ nationality V ’ 
I was. bom in Armenia, but the very moment I 
was naturalized I became an American citi¬ 
zen. Why this classification, then, when our 
government spent thousands of dollars in send¬ 
ing men throughout the country to preach pa¬ 
triotism in order to unite the people? When 
will the new citizens be considered Americans 
and be given the same opportunity enjoyed by 
the native-born? 

Were They Justified? 

During the war a patriotic parade was to be 
held in one of our cities. Each nationality was 
asked individually to have a part in the proces¬ 
sion. Those from the Allied countries refused to 
appear in line with the people from the Central 
powers. The Ukranian flag must not fly beside 
the French flag, insisted the natives of France. 
The foreign leaders said to the chairman of the 
arrangement committee, a native American, 
“ Ask us to come in the name of America and we 
will all come with our Stars and Stripes.’’ They 
were never asked. Many of these 4 4 foreigners ’ ’ 


146 


AMERICANISM 


were naturalized citizens of America, but they 
were asked to appear as the sons and daughters 
of other nations. 

Making Americans 1 

In a city in the middlewest at the height of 
the Americanization fever a woman’s organiza¬ 
tion conceived the idea of the “ Gifts of the Na¬ 
tions,” as a medium of assimilation of the for¬ 
eign-born. Meetings were held at different in¬ 
tervals when programs were furnished by the 
different nationalities. The idea of these meet¬ 
ings was to show the native-born the art and 
the accomplishments of the respective nation¬ 
ality. As a medium of educating the native- 
born it was a short cut, but as a means to as¬ 
similation it was a very poor one. When the 
nationalities were thus asked to congregate, 
their national pride, prejudice and antipathies 
were aroused and brought to play. The nation¬ 
al lines, closely drawn in the Old Country, are 
thus revived and emphasized. Instead of wip¬ 
ing out the national lines — for that is what we 
hope to accomplish through Americanization — 
this practice emphasized and re-established it 
in the minds of the foreign-bom. 


AMERICANISM 


147 


Making Aliens 

“Those programs are wonderful.” said a 
woman to me referring to another program 
similar to the foregoing. 

“Yes, from your point of view, they are won¬ 
derful. But I see another side of it unknown to 
you and every night of these programs we are 
driving more nails in the coffin of Americaniza¬ 
tion. Of the nationalities taking part in the 
program there are more aliens now in the city 
than before and we helped to make them.” 

“But just think what those scenes from. 

were! Just think what that meant to us!” 

‘‘1 am thinking and I believe we can educate 
the native-born concerning the accomplishments 
of the foreign-bom through our public schools, 
instead of thus re-making aliens under the guise 
of Americanization.” 

Hyphenated Americans 

An Italian convert who had been working in 
a religious settlement house located in a neigh¬ 
borhood inhabited by his own nationality start¬ 
ed an Italian-American Young Men’s Associa¬ 
tion. The object was declared to make them 
good Americans. He had the support of prac- 



148 


AMERICANISM 


tically all the Protestant Church organizations 
. . . and the Junior Chamber of Com¬ 

merce. 

These young men were born Italians and if 
the object was to make -them Americans why 
then the hyphen? Why not Americans and 
Americans only? Why not get them to join an 
American organization instead of coming to¬ 
gether as Italians first with the object of then 
being transformed into Americans? Why per¬ 
sist in classifying the new Americans? 

Do you wonder then that the strange feeling 
spoken of at the opening of this chapter still 
persists! Who is responsible for it? 


AMERICANIZING THE AMERICANS 


Pertinent Questions 

What are the principles of the Declaration of 
Independence? What are the privileges and 
responsibilities of an American citizen? WTiat 
are the constitutional rights of an American 
citizen? In what way does liberty differ from 
license? Why is knowledge the basis of our 
national security? How does our form of gov¬ 
ernment differ from that of the Old World? 
Why should each citizen vote? What advan¬ 
tages does democracy offer that autocracy de¬ 
nies ? What are the responsibilities of the gov¬ 
erned in a government “of the people, by the 
people and for the people?” 

Knowledge of Americanism 

If an American citizen, native or naturalized, 
is unable to answer these and kindred questions, 
he needs to become Americanized. He needs 
information on these points if he is to exercise 
his rights as a citizen in the interest of our land. 

The American citizens are like farmers, who, 


149 


150 


AMERICANISM 


if they wish to become prosperous and progres¬ 
sive, must know the soil, the seeds, the fertiliz¬ 
ers, the best methods of preparing the soil and 
the time of such preparation; the best time for 
seeding and harvesting; how to use farm ma¬ 
chinery; how to keep books and to follow mar¬ 
ket fluctuations, in order to get the best prices 
for the farm products. They must be informed 
about various phases of farming. Farmers are 
different from day laborers, who must work ac¬ 
cording to prescribed regulations requiring 
practically no exercise of the mind. The farmer 
must labor both physically and mentally. 

Citizen and a Subject 

The difference between farming and day la¬ 
boring brings out the difference between a citi¬ 
zen of the United States and the subject of an 
autocratic country. Furthermore, as a farm 
is improved or impoverished according to the 
farmer’s knowledge and hi$ zeal for farming, 
so our government is affected, for either good 
or harm, by the quality of its citizenship. 

Citizens Interdependent 

To continue the comparison, let us say that if 
a farmer is to become a good husbandman and 


AMERICANISM 


151 


a desirable neighbor he must consider the in¬ 
terest of the people across the street or beyond 
the fence. He must reflect that if his fields are 
overrun with weeds, his neighbor’s fields will 
be injured, for the winds and the birds carry 
the seeds over and drop them on the neighbor’s 
soil. If his trees are infected with insects and 
he does not control them, his neighbor’s trees 
will soon be affected. A farmer’s indifference 
to his own welfare will vitally affect his neigh¬ 
bor. 

This is true of a citizen’s conduct in America. 
Whether his actions are good or bad, worthy 
or unworthy, they affect the neighbor across the 
way, while at the same time they help or hurt 
his country. It may be said that I am thinking 
of the ideal condition; but we must have the 
ideal, for our country’s future demands it; be¬ 
sides, the nations of the world are looking to 
us as their worthy example. 

Socialized Consciousness 

An American citizen, then, must have a so¬ 
cialized consciousness. That is what we mean 
by the spirit of democracy. Without this, he is 
like that farmer who is a pest to his neighbors 


152 


AMERICANISM 


and a detriment to the land. I tremble to con¬ 
template the future of my country when I think 
of the millions of persecuted and pent-up peo¬ 
ples of the Old World, and the millions of other 
ambitious native-born who are at large in this 
country, each grabbing for himself and “let¬ 
ting the devil take the hindmost.’ ’ There is 
enough in America for us all. We do not need 
to grab from another’s mouth or plot in the 
dark for his position in order to secure a better 
place. Spiritually our ideals are big, broad 
and vital. They are potent enough to give us 
all the political, economic and social advantages 
our times demand, without robbing us of the 
higher conceptions of life. 

Everpresent Help 

“Truth is eternal and its endless change is 
fitted to the hour,” said Lowell. So is democ¬ 
racy. Like the sunlight it follows us from the 
early morning of our political life. It sheds 
its light upon us throughout the day, so that in 
each hour of our progress we may be guided 
by its light, but we must progress with it. If 
we fail to avail ourselves of the privileges of 


AMERICANISM 


153 


democracy, it will be useless to devise theories 
upon which to pin excuses for our failure. 

Other Arnolds? 

Benedict Arnold became a traitor when he 
tried to deliver a material stronghold to the 
enemy which was to help win a victory against 
the ideals for which our forefathers fought. 
Those very ideals were given to us in sacred 
trust after they were made secure from the 
enemy. Are we faithful sentinels, daily guard¬ 
ing them from alien thoughts? Arnold betrayed 
the visible guardian of our ideals. Are we 
safeguarding the invisible forces, the American 
institutions, our very ideals, that are nurtur¬ 
ing, preserving and fostering democracy? Do 
we vote, and vote intelligently, at every elec¬ 
tion? Do we go about daily conquering the 
alien thought in America? If not, how do we 
differ basically from Benedict Arnold? Why 
not then Americanize the native-born? 


MATERIAL FOR AMERICANIZATION 


Pathetic Scenes 

When the Armenians of our town were to 
emigrate to America, the neighbors would con¬ 
gregate in their homes to counsel them and 
console their parents who appeared very sad 
because of the uncertain future before their 
dear ones. In their simple way they would 
show to these immigrants-to-be the road to suc¬ 
cess and the path to destruction. 

A Keen Disappointment. 

I have often met in the United States, those 
whose conduct in the Old Country was held up 
to us as a model to follow, hut whose example 
I could no longer follow with self-respect. Not 
only have their lives been a disappointment to 
me, but the idea that conditions in America had 
led them astray has been, irreconcilable with 
what I believed. 

The Great Struggle 

Of course these boys came here with wonder¬ 
ful dreams and ideals. Bringing with them 


154 


AMERICANISM 


155 


centuries of rich traditions and splendid train¬ 
ing, still possessing the dogged tenacity which 
was not conquered by Turkish oppression, they 
nevertheless lost the only refuge they had — 
their home connections. They had nowhere to 
go to nurture their best selves and re-affirm 
their faith in things worth while. In their 
struggles to find a connecting link with this 
country, they encountered great obstacles. 
They struggled a while, pleading to Heaven 
for deliverance. When help did not seem to be 
forthcoming, it appeared to them that they 
were only a few drops in the ocean of mental 
turmoil. They were submerged in an agony 
which was bitter and degrading. Then, turning 
away from their childhood constructive lessons, 
they said farewell to the sun and were carried 
off by the waves into the ways of darkness. 

Immigrant Life Unappreciated 
No, an American cannot realize what it means 
to be an immigrant and live as our immigrants 
are forced to live. But whom shall we hold re¬ 
sponsible for the immigrants 1 plight in Amer¬ 
ica? Not America, the ideal, the infallible prin- 


156 


AMERICANISM 


ciple upon which this country was founded. 
America has given us all of its bounties. But 
we Americans, who have failed to catch the new 
spirit of America, who do not use these boun¬ 
ties to advance the cause of our country, and 
hence save the immigrants from degradation, 
must be held responsible; for it is we who tol¬ 
erate these conditions, in spite of our ideals, 
and not our beloved country. 

Useless Benevolence 

It has often come to me that if instead of 
passing tracts to the immigrants at the port 
of entrance, the same money and energy could 
be spent to secure better housing conditions and 
wholesome environment, more could be gained 
for the cause of Democracy. The immigrants 
do not read these tracts after they have set¬ 
tled in their unwholesome environment. It 
would be interesting if these people, who dis¬ 
tribute tracts, would live in the same deplor¬ 
able housing and sanitary conditions that the 
immigrants are forced to live in and see how 
long they could keep up their faith in higher 
things. 


AMERICANISM 


157 


Derison at Prayer 

I remember the first time I knelt to pray in 
America, a sudden silence fell over the room. 
Later I found that it was a silence of contempt. 
“Can’t you see,” I was told, “if there were 
a just and good God things would be different?” 
My new environment was a blessing compared 
with that which I have seen in other sections 
of the country. 

A Way to Mend 

Oh, if we Americans could only rise above 
the idea that America is not safe unless the 
immigrants^ have our own particular theory 
of religion! If our church members could only 
carry the message of Christianity to the immi¬ 
grants through love, brotherhood, friendship, 
kindness, forbearance, justice and purity! If 
we could only provide wholesome associations 
for them! There would then be fewer broken 
hearts in the Old World and fewer human 
wrecks in the New. 

Instructions to Emigrants 

To return to the point where the emigrants 
were being advised concerning their right 


158 


AMERICANISM 


course in America, I still have the following in¬ 
structions which were given to me in writing by 
my own father, and I submit them to your judg¬ 
ment as material for Americanization: 

God Leader 

1. Worship God and remember Him in all 
thy ways. 

2. Pray every day. Ask God for guidance. 
Never forget Him. 

3. Keep your memory and love fresh toward 
your parents. 

4. Endeavor to make your parents happy 
in their declining years. 

5. Aspire to be a great man. 

6. Do not associate with a person perma¬ 
nently until you have tried him. 

Personal Conduct 

7. Never associate with the immoral. 

8. Never be seen at questionable places, 
places which may tend to injure your character. 

9. Think! Choose the best, then work at it. 

10. Never have need for a gun. 

11. Keep pure the name of your family, by 
your conduct in life. 


AMERICANISM 


159 


12. Be clean in yonr person, in your work, 
and among your associates. 

13. Don’t be stubborn. 

14. Appreciate the value of money. Don’t 
be a spendthrift. 

Moral Force Emphasized 

15. Show such moral conduct in life that you 
may be worthy of greater honor. 

16. Never be deceitful or dishonest in your 
work. 

17. Don’t be proud. Be gentle with your as¬ 
sociates. 

18. Keep away from any dishonorable work. 

19. Be persistent in your work. You will be 
successful. 

20. Never forget your Motherland. Event¬ 
ually return to her. 

21. Honor those who are older than yourself, 
whether they are rich or poor. 

22. Write home. 

Possible Objection 

From the standpoint of a selfish American 
policy number 20 in the foregoing admonitions 
is the only one that might be objected to, be- 


160 


AMERICANISM 


cause it tends to work against our national 
solidarity. But, when one’s higher desires have 
not been satisfied in America, where is a better 
place for him than his Motherland? When he 
has not been made to feel at home here, what 
is there to hold him here? On the other hand, 
when the immigrant is made to realize that 
America holds the key to life’s higher purpose, 
then no other geographical location can claim 
him permanently. 


AMERICA AND THE AMERICANS 


Why Love America 

I have been often asked why it is that I speak 
of America lovingly, when I have had such a 
hard time in this country. 

That is very easy to explain. A student of 
mathematics would not tear his text book to 
pieces because a classmate made a mistake in the 
solution of his problem. Now to me there is 
just as much difference between America and 
the Americans, democracy and the democratic, 
as there is between a principle of mathematics 
and a student. One is infallible, while the oth¬ 
er is fallible, because human. All human beings 
are liable to err, the Americans as well as the 
Armenians. Why should I, then, hold Amer¬ 
ica responsible for the shortcomings of some 
Americans? You would not hold the principle 
of numbers responsible for the mistakes of the 
student of mathematics. 

Yearning for a Solution 

During my first year in college disappoint¬ 
ments lurked for me at every corner. I looked 


161 


162 


AMERICANISM 


for democracy and effective co-operation on 
the part of my American college mates, but only 
provincialism stared me in the face. Those who 
were kind to me were comparatively few. Lone¬ 
liness hovered about me all the time. I asked 
myself, hundreds of times, the reason for the 
situation. I searched the library constantly to 
find books that might give me some light on the 
apparent coldness of the native students toward 
myself. I remained awake at night pondering 
my ill-fate. If only I had known what my 
faults were, I would gladly have buried them 
deep in order to gain friendly contact with my 
college mates. Books did not reveal to me the 
secret of the situation, nor did anyone tell me 
how I might overcome this feeling of strange¬ 
ness and loneliness. 

The Answer 

Nearly every noon I walked to the college 
woods, threw myself down on the soft pine 
needles, and cried out my heartache, gazing 
around me to see if nature held the secret that 
would give me the key with which to unlock the 
gate. Sometimes I would close my eyes, think- 


AMERICANISM 


163 


ing I might hear God speaking, and telling me 
that all was well. Sometimes an indefinite 
sense of comfort would come over me, hut I 
would keep on reaching out and craving for 
something positive and definite. It was during 
such woe that the difference between America 
and Americans came to me, and thereafter I 
could no longer hold my adopted country re¬ 
sponsible for the shortcomings of Americans. 


AMERICANIZATION AND 
INTERMARRIAGE 


A Definition 

By intermarriage I mean between the for¬ 
eign- and native-born, and between the peoples 
of various countries who are now residing in 
America. 

No Short Cut 

Some people think that intermarriage is the 
short cut to Americanization. There is no 
short cut to the solution of our Americaniza¬ 
tion problem. No artificial means can solve it. 
The natural process is slow, especially when 
we have no co-ordinated methods dealing with 
the fundamental principles based upon the 
needs of the situation. 

Not Generally Happy 

In the past intermarriage has not resulted in 
happiness in the main. Happy intermarriages 
have been comparatively few. These have been 
among the intellectual class, where the contract- 


164 


AMERICANISM 


165 


ing parties have understood each other. They 
have been united because of some irresistible 
force. Sometimes an ideal, perhaps, has 
brought them together, and naturally they have 
married in order that their higher aspirations 
might be realized. 

A Natural Union 

Marriage can result in happiness only when 
it is a physical union of intellectual and moral 
standards of the peoples of various countries. 
It may also bring contentment when each con¬ 
tracting party is striving for the same ideal. 
Otherwise no artificial means can bring happi¬ 
ness to marriage. 

When interests differ in husband and wife, 
nothing can hold them together. On the other 
hand, when each is willing to sacrifice for the 
other and for the good of posterity, nothing 
can sever their marriage ties. Each contract¬ 
ing party, however, must have a sympathetic 
understanding of the other. 

When there is discord between husband and 
wife, each pays a penalty for his or her mistake 
in contracting marriage with one of another na- 


166 


AMERICANISM 


tionality without having understood the mental 
backgrounds, desires, aims and inspirations of 
that other. What of their children? Why 
should they share the misfortune of their 
parents? What right have people to bring chil¬ 
dren into this world, without having provided 
for their comfort and happiness? 

Barriers Considered 

Unless we have a sympathetic understanding 
with each other, unless, knowing the shortcom¬ 
ings of each nationality, we are faithful and wil¬ 
ling to meet as man to man, intermarriage will 
not help us in our desire to Americanize the 
various immigrant groups through this method, 
nor can we successfully wipe out their racial 
and national lines. 

Lesson of Agriculturist 
An agriculturist does not sow his seed at ran¬ 
dom. He first finds out whether or not the seed 
is adapted to the soil. He then prepares the seed¬ 
bed thoroughly before sowing. Unless we apply 
this same principle, in our attempt to assimilate 
our foreign population, we are going to fail to 
get good results, in the same way that a farm- 


AMERICANISM 


167 


er fails to reap a bountiful harvest from the 
seed sown at random. 

Spirit of Democracy 

We must first become acclimated to America 
and her conditions. We must catch the spirit 
of democracy and realize that we, above all, are 
a part of One Mankind and that we, in this 
country, are working out the problems of hu¬ 
manity through the ideals of America. In 
order to hasten this day of happiness for all 
mankind, we must consider it a privilege to 
sacrifice our pride and prejudices and unite 
for the “unfinished task before us.” 


THE SOCIAL PROBLEMS OF 
AMERICANIZATION 


Environment Considered 
The major number of the problems of Amer¬ 
icanization are social, rather than educational. 
Without solving the former problems it is im¬ 
possible to succeed educationally. Indeed, so¬ 
cialization is a part of education. “A hungry 
bear will not dance,’ ’ runs an Oriental proverb. 
Conversely, an ill-situated family cannot take 
advantage of an educational program as it 
should. The immigrants have to be readjusted 
to the conditions of our country, just as a plant 
from another country must be acclimated be¬ 
fore a normal and healthy growth can be ex¬ 
pected from it in its new evironment 

Able to height 

The plant brought from another country, 
however, has everything done for it. With the 
immigrants it is not so. The immigrants are 
human beings, with intellect to think and rea- 


168 


AMERICANISM 


169 


son. All we need to do is to co-operate and en¬ 
able them to help themselves. In this co-opera¬ 
tion we must establish the relation between the 
individual or the individual family on the one 
hand, and society on the other, and under¬ 
take the kind of readjustment that will promote 
a normal course of American activity for the 
new-comers. We should remember, however, 
that the immigrant, in his endeavor to become 
adjusted to new demands in America, does not 
need pity but sympathy. This will inspire him 
to fight his own battle, with our friendly ad¬ 
vice and guidance. 

Necessary Understanding 
In considering the social problems of Amer¬ 
icanization we must have a knowledge of the 
immigrants background, the Old World hab¬ 
its and standards of living, their social inter¬ 
course, their standard of morality, their family 
relationships, their culture and accomplish¬ 
ments. This will help establish a normal con¬ 
tact with the foreign-bom in order to effect the 
necessary readjustment. 


170 


AMERICANISM 


Contrast Environment 

In considering this readjustment, it seems to 
me logical to ask first, whether the present en¬ 
vironment of the immigrants, in view of their 
past, tends to promote good citizenship. Why? 
Why don’t the peasant immigrants settle on 
farms ? Why does each nationality take up cer¬ 
tain occupations in America? To what extent 
do the immigrants follow their Old World 
means of livelihood? 

Causes of Emigration 

What are the cultural differences between 
the various nationalities? 

What are the governmental differences ? To 
what extent are these people trained in self- 
government? 

What are the causes of emigration? Po¬ 
litical? Economic? Social? National? Psy¬ 
chological ? Mere adventure ? 

Which of the foregoing causes prevails in dif¬ 
ferent countries? Why? 

Home Relationship 

What are the conjugal relation of the immi¬ 
grants ? Do they intermarry ? 


AMERICANISM 


171 


What is the average size of the immigrant 
family? 

What is the extent of divorces among them? 
How do the divorces compare among the first 
and second generation of the immigrants ? 

Are there more divorces among the nation¬ 
alities in this country than in the native land? 

To what extent does desertion prevail? What 
are the given causes of desertion? 

To what extent do the foreign-bom house¬ 
wives help to augment the family income by 
working? 

Among what nationality is child labor preval¬ 
ent? "Why? 

What is the percentage of the foreign-born 
who become public charges ? 

How does this percentage compare with the 
poverty among the native-born? 

Crime Among Immigrants 

What is the nature of the crimes committed 
by the newly arrived immigrants? How does 
it differ from those committed by the first and 
second generation of the immigrants? Why? 

How does the nature of these crimes compare 


172 


AMERICANISM 


with those committed by the same nationalities 
in their native land? What causes the change 
in the nature of the crimes? 

Other Problems 

Are the children of the foreign-bom more 
truant than those of the native-born? 

Is employment among the immigrants steady 
or seasonal? 

To what extent is the padron system prac¬ 
ticed ? 

What is the nature of the immigrant board¬ 
ing houses ? 

What is the nature of the recreation ? 

Reading over the foregoing sociological prob¬ 
lems the layman may feel helpless in undertak¬ 
ing their solution. But each problem has its 
answer and the privilege of solving them is giv¬ 
en us because we are capable of measuring up 
to our obligations and responsibilities. 


IMMIGRANTS — OLD AND NEW 
Vicious Propaganda 

In recent years there has been much talk 
about the “scum of the Old World” pouring 
into America. Statistics are able to prove every 
point one wishes to make. The so-called racial 
lines are sharply drawn, characteristics are 
emphasized, “inherited tendencies” are magni¬ 
fied, and the misfortunes of countries are as¬ 
cribed to peoples who had no hand in them. 
All this is done to prove that the people who 
come from the southern part of Europe are in¬ 
ferior to those who come from northern Europe. 

Put to the Test 

Who were the people that worked subtly to 
Prussianize our schools, our colleges and our 
industries? Who were the people that secret¬ 
ly plotted against our very existence as a na¬ 
tion, while they were enjoying our hospitality? 
Who were they that tried to bring us under the 
influence of a civilization—.Kulture — which 
is diametrically opposite to our ideals and insti- 


173 


174 


AMERICANISM 


tutions? Which were the countries that stood 
aside, because of a policy, and indifferently 
watched German depredations? 

Same Old Argument 

The same arguments used against the immi¬ 
grants from southern European countries were 
used against those who came from the northern 
part of Europe one hundred years ago. Here 
is an extract published in 1819, pages 18 and 
19, from the Report of a Society for the 
Prevention of Pauperism in New York, 
City, “a society just as famous in those 
days as the Immigrant Restriction League of 
today.” The report in part is as follows: 

Loathing Immigrants 

“As to the immigration from foreign coun¬ 
tries, the managers are compelled to speak of 
them in the language of astonishment and ap¬ 
prehension. This inlet of pauperism threatens 
us with the most overwhelming consequence. 
From the various causes, the city of New York 
is doomed to be the landing place of a great 
portion of the European population, who are 


AMERICANISM 


175 


daily flocking to our country for a place of per¬ 
manent abode. 

Augmenting Criminals 
‘ 4 This country is the resort of vast numbers 
of these needy and wretched beings. Thou¬ 
sands are continually resting their hopes on 
the refuge which she offers, filled with the de¬ 
lusive visions of plenty and luxury. They 
seize the earliest opportunity to cross the At¬ 
lantic and land upon our shores. . . . What 
has been the distinction of this immense acces¬ 
sion of population, and where is it now? Many 
of these foreigners may have found employ¬ 
ment ; some may have passed into the interior; 
but thousands still remain among us. They are 
frequently found destitute in our streets; they 
seek employment at our doors; they are found 
in our almshouse and in our hospitals; they are 
found at the bar of our criminal tribunals, in 
our bridewell, our penitentiary, and our state 
prison. And we lament to say, that they are 
too often led by want, by vice, and by habit to 
form a phalanx of plunder and depredation, 
rendering our city more liable to the increase 


176 


AMERICANISM 


of crimes and onr houses of correction, more 
crowded with convicts and felons.” 

Falsity of Superman 

When the human thought makes up its mind 
to reject anything, it will find enough excuses 
for doing so; but to twist the fact to suit argu¬ 
ments is unfair and un-American. There may 
be better reasons for restricting immigration 
for a period of years than the argument of the 
11 scum. ’* 

Let us face these problems with the consci¬ 
ousness of our own responsibilities in solving 
them. Meanwhile let us not forget the part the 
“scums of Europe” played in saving the world 
from the threatened slavery of the “super¬ 
man,” of that “supercivilization” — the Ger¬ 
man Kulture — whose exponents, by the aid 
of subtle propaganda, have been known to us 
as the “highly cultured” immigrants who came 
to the United States from the northern part of 
Europe. 


DEEDS NOT WORDS ALONE 


Active Citizenship 

1. Democracy must be made secure in deeds 
rather than in words — in Americanization 
first, naturalization afterwards. 

2. Ignorance of our laws, standards and 
ideals cannot help to develop in us a conception 
of the equality of man. 

3. Democracy cannot flourish when its citi¬ 
zens do not know how to safeguard its interests. 

4. We should not extol our ideals with words 
when our lives contradict them in deeds. 

Messengers of Democracy 

5. Reason and revelation are the twin mes¬ 
sengers of democracy. 

6. Birth is accidental. Devotion to the prin¬ 
ciples of liberty and democracy makes one a 
true American. 

7. We are 100 per cent Americans when we 
live up to the spirit of the Declaration of Inde¬ 
pendence and translate its language into con¬ 
duct. 


177 


178 


AMERICANISM 


8. Democracy extends its hands to the man, 
not to his race, nationality, religion, or clothes. 

Americans at Heart 

9. Americans at heart count. Those who 
are Americans in form, only, misuse their privi¬ 
leges and pretend to be what they are not in 
reality. 

10. Not America, but its voters, are respon¬ 
sible for the evils that exist. Good things are 
apt to be abused by those who have not learned 
to appreciate their true value. We must edu¬ 
cate the voters. 

Effective Weapons 

11. Kindness and friendship conquer the 
world for democracy. We must extend a friend¬ 
ly hand to our immigrant neighbor or employee 
and help assert the standard of democracy. 

12. A citizen of America loses his loyalty to 
the United States the moment he becomes a 
member of, and participates in, the political 
organizations of the Old World which promote 
autocracy and work against the policy of his 
government. 

13. The creation of an American national 


AMERICANISM 


179 


consciousness is impossible as long as democ¬ 
racy is interpreted in English and in fifty-four 
other languages. 

The Greatest Fraternity 
14. The greatest fraternity to which a man 
can belong is to be found in the United States 
of America. Learn to know its privileges and 
your own responsibilities as citizens and feel 
proud of the great Republic where the people 
from every point of the earth are united in one 
common purpose — democracy. 


WHY IS AMERICA DIFFERENT 


Similar Naturally 

What is it that makes America different from 
any other country? 

If I were to analyze the chemical composition 
in the body of an American I would find it to be 
in the same proportion as that in the body of an 
Italian. 

If I were to survey the geographical format 
tion of America, I would find it practically the 
same as the geographical formation of South 
America and Mexico. 

If I were to survey the topography of this 
country, I would find it practically the same as 
the topography in other countries. 

If I were to analyze the water in America, 
I would find it to contain, two parts hydrogen 
and one part oxygen, the same as the waters all 
over the world. 

The minerals in America are composed of the 
same chemical elements as compose the same 
minerals elsewhere. 


180 


AMERICANISM 


181 


If America is different because it is found be¬ 
tween the Atlantic and the Pacific, why are not 
those other countries, bordering on the Atlantic 
and the Pacifice like America? 

Where the Difference 

As far as the visible things are concerned, 
there is no material difference between Amer¬ 
ica and another country. 

Why then is America different? 

This difference we must seek in the ideals of 
America. 

If I were to substitute for the Declaration of 
Independence and the Constitution of the United 
States the Turkish laws and the Koran I would 
have Turkey duplicated in America. If I were 
to substitute our Declaration of Independence 
and our Constitution for the Turkish laws and 
the Koran, I would have America duplicated in 
Asia Minor. Would not this change in Turkey 
bring a changed condition there? Would not 
this help liberate the same latent forces in man 
that helped develop our country? 

Would the people of that country flock to the 
shores of America as they are doing now ? 


182 


AMERICANISM 


Would they be animated to emigrate by the 
same reasons which force them out of their 
countries today? 

Is not, then, America different because of 
her ideals? 


EDUCATION AND DEMOCRACY 


Autocracy and Democracy 

Autocracy and ignorance go hand in hand. 
In fact autocracy cannot flourish where there 
is true enlightenment. 

On the other hand, democracy cannot live and 
progress where ignorance prevails. Democ¬ 
racy and education are twin companions. De¬ 
mocracy draws upon education for its vitality. 
Its salvation rests in a progressive mass of 
people. 

Universal Education 

In a true democracy, where every citizen 
helps to decide the government of the country 
and what conditions should prevail therein, edu¬ 
cation of the masses should occupy the fore¬ 
most place in the minds of its peoples. Noth¬ 
ing should be done to curtail education and 
nothing should be left undone to carry educa¬ 
tion to every home and to every person. Where 
education does not develop the individuality of 
the indivdual then democracy cannot flourish. 


183 


184 


AMERICANISM 


Self Discovery 

Mere learning is not education. When the 
individual is not trained to discover the untold 
possibilities within and develop his talents 
along the lines of his own individuality he has 
not been educated. Every one has within him¬ 
self something essential to the progress of the 
world and needed by men. The chief duty of 
education should be to help the student in self 
discovery. 

Blessings of Individuality 

Our present educational system mostly trains 
the students to earn a livelihood, when this 
should be the natural consequence of the unfold- 
ment of one’s capabilities in terms of service. 
This system has imposed subtle limitations on 
man’s possibilities. It has forced competition 
in business when there should have been co¬ 
operation; it has instituted enmity when there 
should have been friendship and caused sus¬ 
picion when there should have been free ex¬ 
change of ideas for mutual progress. The dis¬ 
covery of one indivduality does away with 
these petty contentions and ushers in a new 
day for the discoverer. 


AMERICANISM 


185 


Pertinent .Question 

History has always repeated itself because 
men have failed to discover themselves and 
have followed in the by-ways of human inclina¬ 
tions. Let us illustrate: 

A man had five sons. The first one went to 
college. Instead of attending to his studies he 
emphasized the social side of life and at the 
end of four years he failed to receive his dip¬ 
loma and degree. 

The second, third and fourth ones did the 
same thing and ended their college careers with 
the same results. 

The fifth son went to college, too. Instead 
of following in the foot-steps of his brothers he 
paid strict attention to his studies. When the 
four years were over he went home with a dip¬ 
loma and a degree. 

History repeated itself in the lives of the 
four brothers. But history did not repeat itself 
in the life of the fifth brother. Why? 

Reason for Repetition 

For years we have preached Christianity and 
have prayed to realize the “Kingdom of Heaven 
on Earth. ” Yet when hardly our prayers have 


186 


AMERICANISM 


left our lips we have turned aside and followed 
human inclinations and then have waited to see 
this kingdom enthroned on earth thru some mys¬ 
terious power, when it should have been brought 
to pass through the application of the Christian 
attributes to human activities. As nations and 
individuals our actions have fallen short of 
measuring up to the Christian standards which 
we have preached. That is why history has 
repeated itself time and again. 

No Repetition 

Our democracy cannot flourish and remain 
permanent when its citizens in any way help 
history to repeat itself. Only individual de¬ 
velopment can reverse the trend of past fail¬ 
ures and make greater achievements possible. 

No greater development of anyone’s individ¬ 
uality is possible unless he is trained to follow 
principle at any cost. I have tried to follow 
principle and in the hours of trial I have asked 
myself, “Am I here to perpetuate flesh or help 
preserve principle?” The answer has always 
come in favor of the latter and I have gladly 
faced the situations and paid the price. . . . 


AMERICANISM 


187 


In this I have succeeded, in a small way, pre¬ 
venting history repeating itself. 

Class Consciousness 

When education emphasizes principle it places 
— in the hands of the students the only effective 
tool to fight class consciousness of any kind. I 
remember at one time I had been associating 
with radicals — I. W. W.’s, Bolshevists and An¬ 
archists. 

One day I realized I had been hating 
my own dear friends. After analyzing myself 
and my thoughts I found that the reason for 
it was because they were rich and I was strug¬ 
gling to make ends meet. Because for years I 
had paid some attention to principle and had 
proven its practicality through Americanism 
I was able to overcome that feeling and gain 
greater freedom for larger tasks. 

Money Not Success 

Another mission of education is to measure a 
man’s success in terms of service to his com¬ 
munity, rather than in the size of his bank 
account. Not how much money has one hoard¬ 
ed, but what opportunities has he created for 


188 


AMERICANISM 


the unfoldment of others’ possibilities. Not 
how much money has he bequeathed to charity 
but what has he done to actually lighten the 
economic burdens of his fellowmen. Not how 
much has he donated to philanthropy of any 
kind, but what has he done to lessen handicaps 
in the way of men and lead them to think of the 
fundamental things of life. This should be the 
standard with which to measure one’s real 
value. 

Primitive Instincts 

Contrary to our claim of civilization today, 
the average person persists in acquiring the 
means with which he may satisfy his primitive 
wants of hunger, sex and thirst. This imposes 
a serious handicap upon man’s further progress 
and unless his desires are spiritualized he 
may follow Rome and Greece into decadence. 

Deadly Terror 

The fear of poverty is another one of the 
deadly enemies of man which education should 
help destroy. The fear of poverty has kept 
many in unhappiness. In fact, this fear is 
worse than poverty itself. Instead of enjoy¬ 
ing the present it has kept people in the antici- 


AMERICANISM 


189 


pation of troublesome tomorrows. The applica¬ 
tion of kindness, purity, love, goodness, honesty, 
diligence, patience and the other attributes of 
life, to the problems of life, is one of the surest 
cures for fear. 

Wrong Attitude 

Another curse which education should elimin¬ 
ate is the negative mental attitude of men. A 
study will show that whenever an idea comes 
to mind or when a proposition is made, the first 
argument advanced is a negative one. “It 
can’t be done, ’ ’ is the cry. Many undertakings 
have been prevented just because of that worth¬ 
less negative argument. A right education 
should train the students to try the ideas or 
propositions and actually discover whether they 
are possible or impossible and then give the 
verdict. 

Biggest Undertaking 

The biggest educational undertaking in our 
country is the training of our citizens to under¬ 
stand and practice the ideals of America. The 
wonders, embodied in those ideals, are reveal¬ 
ed when they are lived. On many occasions I 
have argued with my college mates about the 


190 


AMERICANISM 


ideals of America and instead of devoting their 
time to discovering what I had discovered in 
America, my native-born college mates zealous¬ 
ly argued against me and tried to disprove my 
convictions. It was just like trying to discredit 
a man’s word who had prospected and discover¬ 
ed gold. 

Independent Individuals 
Our educational system should train the indi¬ 
vidual citizens in the art of living by imparting 
to each the principles of life. This would en¬ 
able each to solve his life’s problem according 
to principle and do away with the folly that so¬ 
cial service workers are necessary in the scheme 
of man’s life. Such workers have no place in a 
democracy and there is no excuse for their be¬ 
ing. Let us improve our educational system in 
order that it may produce independent citizens 
by giving them a definite rule with which to 
work out their life’s problems. There is as much 
excuse for hiring social service workers to tag 
men and women around as there is to hire 
people to go around and tell others how to solve 
their problems in mathematics. 


AMERICANISM 


191 


America a Reflection 

America stands on the merits of its own citi¬ 
zens. This merit will remain a negative one 
unless we change our educational system to 
meet our ideals of civilization and ideals of gov¬ 
ernment. 

America’s Needs 

America needs citizens who will not pervert 
liberty into license in order to gratify selfish¬ 
ness. 

She needs citizens who seek in obstacles op¬ 
portunities for greater achievements. 

She needs citizens who are capable of devel¬ 
oping their individuality rather than trying to 
mimic the achievements of others. 

She needs citizens whose knowledge of the 
fundamental things of life prevent them from 
being swayed by every gust of adversity. 

She needs citizens who consider the interest 
of others sacred and do not stifle their just 
rights for any consideration. 

She needs citizens who waste no time with 
the superficial and find joy in service. 

She needs citizens whose conscious knowledge 


192 


AMERICANISM 


of the spiritual enables them to reverse the pres¬ 
ent emphasis on the economic side of life. 

She needs citizens who will not sacrifice prin¬ 
ciple for political, business or any other ex¬ 
pediency. 

Tin Americans 

UnAmericans in any community are those 
who: 

1. Take no interest in its civic life. 

2. Allow their political institutions to re¬ 
main in the hands of corruptionists. 

3. Do not 4 ‘care” to vote. 

4. Neglect childhood and fail to instill into 
it the finer qualities of citizenship. 

5. Provide sparingly for the needs of its 
educational institutions. 

6. Sell cigarettes to minors or violate the 
laws in any way. 

7. Gamble, whether it is flipping a coin or 
gambling on a larger scale. 

8. Are interested in selfish movements and 
fail to co-operate in community enterprises. 

9. Waste their time in idle gossip even 
though the demand for constructive work has 
never been so urgent. 


AMERICANISM 


193 


10. Influence childhood and youth for evil. 

11. Emphasize education for the scheme of 
making a living rather than for the ART OF 
LIVING. 

12. Cling steadfastly to their dollar god and 
allow their community to remain an ancient 
landmark in this 20th century. 

Causes Within 

We often look to outside causes for human 
sufferings and calamities. The fact is that, in 
most cases, we ourselves are responsible for 
these very conditions. Today we want peace 
and prosperity. We want to see the day when 
there shall be no wars. Democracy offers us 
the medium through which to secure these 
things. But the effciency of democracy is in its 
application to our every day problems. True 
education should train the citizens of the land to 
apply democracy and all its kindred ideals in 
their relationship to one another. Through this 
alone they can avail themselves of the best in 
life. We were primarily created as brothers. 
Why not go back to brotherhood through de¬ 
mocracy I 


194 


AMERICANISM 


‘ ‘ To Him there is no East there is 
No West, there is no North nor South. 

To Him there is nothing, no line 

Which traceth e’en a path for the trodding 

Of his feet. 

Yet by the simple turning of a word 
Behold, we speak it East, West, North, 
South, and the gates shut! What irony!” 

It is we humans, who are responsible for the 
“simple turning of the word” which has 
brought differences among the peoples of the 
world. A true education, imbued with the spir¬ 
it of democracy, will take us back where the 
spirit of brotherhood prevailed. 




AMERICA OUR LAND 


Promises Unbelievable 

The name America came to us when the chains 
of despotism weighed heavily upon our necks. 
The ideals of the new land were unintelligible 
to us and its promises unbelievable. 

How could a strange land and an alien people 
offer refuge to us when those whom we knew 
oppressed us? 

How could we, strangers, receive the same ad¬ 
vantages which the Americans enjoyed when the 
government that was sustained by our taxes en¬ 
slaved us? 

How could we meet on equal footing with 
the Americans when we had no part in the sacri¬ 
fices which won for them freedom, when the 
land that received our best degraded us ? 

How could we then believe that we would 
share the blesings of the new world by simply 
expressing our willingness and desire to be¬ 
come a vital part of its people, when we receiv¬ 
ed no recognition from the land of our birth for 
our sacrifices? 


195 


196 


AMERICANISM 


Unmerited Loyalty 

The flag under which we were born and reared 
was drenched with the blood of our dear ones. 
Its every flutter sent forth new injustices, great¬ 
er oppressions, and deplorable crimes. 

We paid heavy tribute to the government. 
We toiled for the existence of the country. We 
thought, prayed and dreamed for the betterment 
of the conditions of its people. 

What did we get in return for these aspira¬ 
tions ? 

Gallows and guillotines, horrible butcheries, 
and untold persecutions by the sanction of the 
law. 

One day we found ourselves in America. Our 
experiences, on the whole, justified the impres¬ 
sions conveyed to us by the Statue of Liberty. 

Heaven on Eearth 

We felt no chains of despotism. No law of 
wrong pounded on us as in the Old Country. 
“Divinely’’ appointed kings and classes did not 
lurk at every nook and corner and deprive us of 
our God given rights. Progress beckened us on. 
Democracy opened before us wonderful oppor- 


AMERICANISM 


197 


tunities and the spirit of the land bade ns up¬ 
ward and onward. 

We first thought we were in a dream — wan¬ 
dering in a fairyland where celestial laws gov¬ 
erned its people. 

Still possessed of the old horrors we shunned 
the officers — we trembled in their presence, but 
they left us uninjured. They did not molest us. 
They did not exact tribute from us. They did 
not intimidate us or do a thousand and one un¬ 
fair things to enrich their coffers. 

It was then we fully realized that we were in 
the land where democracy promised equality of 
men, where the ballot had given each and all 
the opportunity to make America the fairest 
place in the world, where wrongs existed because 
of ignorance and not because of the law. 

Privileges Sacred 

Our past sufferings made us see the sacred¬ 
ness of the privileges extended to us here in 
America. The memory of the millions whom 
we had left behind brought to our minds their 
terrible plights. They, too, needed to be free. 
They, too, deserved the benevolent influence of 
democracy. 


198 


AMERICANISM 


Conscious of our moral obligations toward 
the land that gave us refuge and still believing 
that the perpetuity of the privileges of America 
might some day offer a haven for those who 
were still in the grip of despotism, we dedicated 
ourselves to labor for our adopted country that 
its purpose and its true mission might be ful¬ 
filled sooner and mankind realize the higher 
meaning of life. 





/ 


l 
















Ji 






















